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LIBRARY OF CONGRESS. 

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UNITED STATES OF AMERICA. 



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GRAMMAR MADE BRIEF BY THE OMISSION 
OF SUPERFLUITIES. 



PRACTICAL LESSOHS 



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English Grammar: 



BEING 



A Complete Practical, Analytical, aid Syn- 
thetical Treatise oh the Eislish LAN- 
GUAGE FOR THE USE OF SCHOOLS. 

BY 

Clarence RIHendrickson. 



Straws float upon the surface ; but pearls lie at 
the bottom. 









CHATTANOOGA, TENN.: 

THE TIMES PRINTING COMPANY. 

MDCCCLXXXIV. 



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M^ 



Entered, according to Act of Congress, in the year 1883, 

By Clarence R. Hendrickson, 
in the office of Librarian of Congress, at Washington. 



TO MY PARENTS, 

the Eev. John T. and Lydia A. Hendrickson, 

THIS 

Treatise on English Grammar 

is 

Affectionately Dedicated 

By the Author. 

It is offered as a. token of his grateful appreciation of 

their kindness to him during the preparation 

of this volume, 



PREFACE. 



To the practical teacher of English Grammar no apology is 
needed for presenting a new text book in that much contested field; 
the writer of this new candidate for popular favor will therefore 
offer no apology for the present performance. 

Grammar has hitherto been a very difficult study, and to stu- 
dents whose taste demands a reasonable degree of certainty, it has 
been very uninviting, unsatisfactory and even unprofitable, for a 
mass of crude, conflicting statements has been placed before him 
which served only to purplex him. 

It is here sought to make it easy by combining theory with 
practice. The fundamental principle by which the subject has 
been developed is that no theory of grammar is true that is not of 
practical utility. The principal aims of the author in writing this 
book have been: First, to furnish the student a properly digested 
system of syntactical rules by which he may be able to discrimi- 
nate grammatical from ungrammatical sentences; and, Secondly, to 
give him such exercises in construction and analysis as shall en- 
able him to interpret the correct import of sentences. 

While most authors have been remarkably full, and sometimes 
even redundant upon the second of these points, yet a very large 
majority have been lamentably deficient upon the first. Their 
Rules of Syntax amount to nothing more than an enumeration of 
the different uses of the different parts of speech and a few prin- 
ciples of agreement which have already been presented in Etymol- 
ogy, and which no student with five grains of common sense could 
fail to understand. 

The only real Syntax to be found in their books is the few 
remarks presented under the " Rules of Syntax," and these are 
so few in number and generally so badly expressed that when a 
student has mastered them he knows nothing of English Grammar. 



The author has endeavored to make this treatise a complete 
Grammar of the English Language; so that those pupils who 
shall master this work will be enabled to express their thoughts 
correctly, forcibly, clearly, and elegantly — in short will be able to 
command the English language. 

In offering this Grammar to the public the author begs leave 
to refer to the work itself as the best exponent of his system, and 
he ventures to indulge the hope that he has succeeded in presenting 
the recognized principles of English Grammar in a form that will 
commend itself to the unbiased judgment of the practical teacher. 

The author acknowledges with pleasure that he has received 
valuable aid from Quackenbos's English Grammar and Brown's 
Grammar of English Grammars. 

In conclusion it only remains for him to unreservedly commit 
his work to the decision of a generous public, before whom it must 
stand or fall. 

Kussellvikle, Ark., March 17th, 1884. 




1 



GRAMMAR MADE BRIEF BY THE OMISSION OF SUPERFLUITIES 



INTRODUCTION. 



Definition : — Language is any series of sounds or letters 
formed into words and employed for the expression of thoughts. 

v Definition : — Grammar is the science which teaches how 
to speak and write a language correctly. 

Principle : — Grammar is divided into four parts : Orthog- 
raphy, Etymology, Syntax and Prosody. 

Definition : — Orthography teaches how to pronounce and 
spell words correctly. 

Heniark : — This division of Grammar is not taught in this 
book as it can only be learned from spelling books and dictionaries. 

Definition : — Etymology treats of the classification and 
modifications of words. 

Definition : — Syntax treats of the correct construction of 
sentences. 

Remark : — These divisions of grammar are taught in sec- 
tions I, II and III of this book. 

Definition: — Prosody treats of the laws of versification. 

Remark : — This division of grammar is taught in section 
IV of this book. 

Definition : — A Definition is such a description of a thing 
or class of things as distinguishes it from everything else. 

Definition : —A Rule of Grammar is some law, the obedi- 
ence to which will lead to the right use of language. 

Definition : — A Model is some performance which illus- 
trates the manner in which a thing should be done. 



VIII 

Definition : — An Exercise is some performance required of 
the learner in order to test his knowledge and bring his skill into 
practice. 

Definition : — A Principle is something granted as a funda- 
mental truth. 

Definition : — Analysis is the separation of the whole into 
its elements. 

Definition : — Parsing is the explanation of related words 
according to the definitions and rules of grammar. 

Definition : — English Grammar is that particular branch 
of grammar which teaches how to speak and write the English 
language correctly. 




Hendrickson s Practical Lessons in English Grammar! 



SECTION L 



CLASSES OF WORDS. 
Words, by their use, are distinguished as, 

1. Nouns, 5. Adverbs, 

2. Pronouns, 6. Prepositions, 

3. Verbs, 7. Conjunctions, and 

4. Adjectives, 8. Exclamations. 

I. NOUNS. 
Definition — A Noun is the name of anything we can 
think of. 

Exercise I. 

Direction — Tell the nouns in the following sentences : 1. 
William is playing. 2. Tea grows in China. 3. Mary has gone. 
4. Webster was a statesman. 5. Boys study grammar. 6. A tree 
has leaves. 7. A house has doors. 8. The hen eats corn. 9. The 
cow gives milk. 10. We study grammar and arithmetic. 

Exercise II. 

Direction — Fill the following blanks with nouns : 1. Adam 

was the first 2. Texas is a large 3 talk. 

4 sting. 5 gallop. 6. The is in the ink- 
stand. 7. The are in the sky. 8. The Bible is a good 

9. God made all 10. We have finished our 

II. PRONOUNS. 

Definition— A Pronoun is a word used in the place of a 
noun. 

List — I, you, we, he, she, it, they, me, us, him, her, his, hers, 
thine, them, who, which, what, whom, whose, &c. 

Exercise I. 

Direction — Tell the pronouns in the following sentences : 



10 Hendriekson's Practical Lessons in' English Grammar. 

1. John is loved because he is kind. 2. You should not lose your 
place. 3. Whales are not fishes though they live in the sea. 4. I 
gave you the book for Ellen. 5. Charles and I ran home. 6. She 
said, "Sir, we are seven. 7 ' 7. Place my book on the table. 8. Su- 
san is in trouble, because she is thoughtless. 

Exercise I. 

Direction — Fill the following blanks with pronouns : If you 

tease the dog will bite 2. The pond is deep, but we 

can swim across 3. The man shot the dog but did not 

kill 4. My aunt saw the pictures but did not buy 

5. "Tell what brings to Rome, gentle youth." 

III. VERBS. 
Definition — A Verb is a word that expresses action or 
being. 

Exercise I. 

Direction — Tell the verbs in the following sentences : 1. 
Birds build nests. 2. Dogs bark. 3. Eagles fly. 4. The apple is 
sour. 5. James was here yesterday. 6. We will go to school to- 
morrow. 7. God made the world. 8. The sea contains animals. 

Exercise II. 

Direction — Eill the following blanks with verbs: 1. The 

kitten 2. The dog 3. God the world. 4. 

George to town. 5. Cain .....Abel. 6. Charles 

James. 7. Exercise health. 8. Diogenes inatub. 9. 

you into my parlor a spider to a fly. 

IV. ADJECTIVES. 
Definition — An Adjective is a word used to modify the 
meaning of a noun or a pronoun. 

Exercise I. 

Direction — Tell the adjectives in the following sentences : 
1. The tall girl ate the sweet apple. 2. The poor boy has a blind 
father. 3. An American was in Europe. 4. A silly little grass- 



Hendrieksons Practical Lessons in English Grammar. 11 

hopper despised his wise old mother. 5. Fresh water is a pleasant 
drink. 6. All men must die. 7. A wise son makes a glad father. 
8. In America are rich fields, useful animals, and good men. 

Exercise II. 

Direction — Fill the following blanks with adjectives : 1. 

girls romp in the garden. 2 grapes grow in 

France. 3. God is always 4. The... wind blew down 

the trees. 5. Nights in summer are 6 study 

makes a man. 7. Howard was and man. 8. 

, , Jane was dead. 9. The clouds float 

in the sky. 

V. ADVERBS. 
Definition —An Adverb is a word used to modify the 
meaning of a verb, an adjective, or another adverb. 

Exercise I. 

Direction — Tell the adverbs in the following sentences : 
1. Samuel walks rapidly. 2. The men worked hard. 3. John 
writes fast. 4. William acted nobly. 5. He is very studious. 6. 
He is a truly good man. 7. She is most benevolent. 8. Bad men 
live very unhappily. 9. The wind blows quite roughly. 10. The 
rain falls very fast. 

Exercise II. 

Direction — Fill the following blanks with adverbs: 1. The 
horse runs 2. Peter wept 3. The copy is writ- 
ten. 4. The boy has returned. 5 will you come? 

6. Tell him to walk 7. The moon shines 8. She is 

the studious of them all. 

VI. PREPOSITIONS. 

Definition — A Preposition is a word which shows a re- 
lation of meaning between a noun or a pronoun and some other 
word. 

List — At, by, for, from, in, of, off, on, through, till, to, up, 
with, etc. 



12 Hendrickson's Practical Lessons in English Grammar. 

Exercise I. 

Direction — Tell the prepositions in the following sentences: 
1. He came with Emma. 2. Charles traveled through Europe. 
3. I wrote a long letter to Flora. 4. They met me on the road. 5. 
The boy in the boat caught a fish with a line. 6. We must return 
to the dust from which we were taken. 7. I walked yesterday 
from our house to the church. 

Exercise II. 

Direction — Fill the following blanks with Prepositions: 

1. He spoke John. 2. The child shivers cold. 3. Girls 

study school. 4. Boys slide the hill. 5. The mighty 

Andes rise the clouds. 6. Carry that book Henry 

my compliments. 7. Did you buy that hat me? 8. We work 

morning noon. 9 whom do you speak? 

VII. CONJUNCTIONS. 

Definition — A Conjunction is a word used to connect 
sentences, or the elements of sentences. 

List — And, but, because, either, neither, or, nor, for, if, than, 
that, etc. 

Exercise I. 

Direction — Tell the conjunctions in the following : 1. I will 
go, if you will remain. 2. George studies, but Ellen plays. 3. 
Mary and Eliza sing very well. 4. The boy wept, for his sister 
was dead. 5. They are slow, but they are sure. 6. We heard that 
you had gone. 7. Two and eight are ten ; but nine and three are 
twelve. 8. No harm was done, though the storm was very severe. 
9. I will love him because he is so kind. 

Exercise II. 

Direction — Fill the following blanks with conjunctions : 

1. He is poor he is honest. 2. Ann Ella are singing a duet. 

3. Texas is larger New York. 4. Either he is wrong I 

am. 5. All seek happiness but few find it. 6. I did not know 

James was hurt. 7. The pupils love their teacher he 



Hendrickson's Practical Lessons in English Grammar. 13 

is kind. 8. Ellen is a better scholar Emma. 9. The man is 

truly wise he seldom speaks. 

VIII. EXCLAMATIONS. 
Definition — An Exclamation is a word which express- 
es an emotion. 

List — Adieu, ah, O, oh, ha, ho, fie, pshaw, lo, hurrah, etc. 

Exercise I. 

Direction — Tell the exclamations in the following sen- 
tences: 1. Hail, happy morn! 2. Ah, how unfortunate ! 3. Hush ! 
you should not talk now. 4. Fie ! you should not do so. 5. Hur- 
rah! we are to have a play. 6. Adieu ! my dear father. 7. Alas ! 
you have grown old. 

Exercise II. 

Direction — Fill the following blanks with exclamations : 

1 ! for the bonnets of blue. 2 ! is he the man? 3. 

! blithesome stranger in the grove. 4 ! where are. 

you going? 5 ! and what is the matter now ? 6 " 

all were gone. 7 ! virtue, thou art a jewel. 

JEXERCISE I. 

Direction — Tell the class to which each word in the follow- 
ing sentences belongs : 

1. Jesus Christ was rich yet he became poor for our sakes. 2. 
The Bible teaches us to love God and man. 3. Virtue elevates the 
mind, but vice degrades it. 4. John and I have read some very 
interesting books. 5. Hurrah ! let us have universal education. 
6. How doth the little busy bee improve each shining hour ! 7. 
See! the playful lambs skip gracefully in the grass and nibble it. 
8. If is is a verb what is if ? 9. The wise man is ever ready for the 
ups and downs of life. 10. Every one tried to make much of La- 
fayette. 11. The rat stole out of the box and pop ! she had him. 
12. Crash went the thunder. 13. Hark ! the cross dog barks loud- 
ly at strangers and bites them. 

14. " Now fades the glimmering landscape on the sight 
And all the air a stillness holds 
Save where the beetle wheels his droning flight 
And drowsy tinklings lull the distant folds." 



14 



Hendrickson's Practical Lessons in English Grammar. 



15. " They grew in beauty side by side, 
They filled one home with glee : 
Their graves are scattered far and wide 
By mount and stream and sea." 

IX. WRITTEN PARSING. 
Remark — There should be an exercise in oral and written 
Analysis and Parsing at every recitation in English Grammar. A 
student will never learn English Grammar without analyzing and 
parsing sentences ; neither will he ever learn English Grammar by 
analysis and parsing to the exclusion of other practical exercises. 



NTENCE. 


MODEL. 


CLASS OF THE WORD. 


Oh! 




Exclamation. 


it 




Pronoun. 


has 




Verb. 


a 




Adverb. 


voice 




Noun. 


for 




Preposition. 


those 




Adjective. 


who 




Pronoun. 


on 




Preposition. 


their 




Pronoun. 


sick 




Adjective. 


beds 




Noun. 


lie 




Verb. 


and 




Conjunction. 


waste 




Verb. 


away 


Exercise. 


Adverb. 



Direction — Parse all the words in the following sentences : 
1. There goes a rumor that I am to be banished. 2. The purposes 
you undertake are dangerous. 3. Sensuality contaminates the 
body. 4. What is baser than a lie? 5. Strike while the iron is 
hot. 6. If the climate of Africa were not so fatal more travelers 
would go there. 7. At midnight in his guarded tent the Turk was 
dreaming of the hour. 



Hendriekson's Practical Lessons in English Grammar. 15 



SECTION II. 

X. THE SENTENCE. 

Definition — A Sentence is a thought expressed in words. 

Remark — Several sentences may be united in one affirma- 
tion. The principal thought forms the principal sentence. The 
subordinate thoughts form the subordinate sentences. 

Exercise. 

Direction — Tell the principal and subordinate sentences in 
the following exercise : 

1. We sigh for change and spend our lives for naught.- 2. 
Thompson says : ''Success makes villians honest." 3. I have 
brought a passage that you may explain it. 

4. If you would know the deeds of him who chews, 
Enter the house of God and see the pews. 

XI. THE ELEMENTS OF A SENTENCE. 
Principle — Every sentence must have a Subject and a Pred- 
icate, expressed or understood, and it may have an Object. 

The Subject. 

Definition — The subject of a sentence represents that of 
which something is said. 

Remark — The subject may be a word (which is always a 
noun or a pronoun) a phrase or a sentence. 

Exercise I. 

Direction — Tell the subjects of the following sentences : 1 
God exists. 2. Does the fire burn? 3. Boys play. 4. Are ripe 
peaches excellent? 5. How cold the wind blows! 6. Great men 
often do wrong. 7. George Washington was a great man. 8. 
" Know thyself " was a saying of one of the wise men of Greece. 



16 Hendrickson's Practical Lessons in English Grammar. 

9. At what time he took orders, does not appear. 10. That we are 
rivals, need not make us enemies. 11. That all men are created 
equal, is a self-evident truth. 

Exercise II. 

Direction — Supply the following predicates with subjects : 

1 sail across the ocean. 2 recites well in history. 

3. Does study geography ? 4. How warm the is! 5. 

wrote her exercise. 6 cease your wickedness. 7. 

honor your father and your mother. 8 ,.. sailed from 

Palos in 1492. 9. The village stands under a spreading 

chestnut tree. 10 , is most true. 11 

, shall be discharged in the next chapter. 12 

, is not strange. 

Rule 1 — The unnecessary repetition of the subject should be 
avoided. 

Exercise III. 

Direction — Correct the errors in the following sentences : 
Model — John he went to town. John went to town. 1. The boy 
he ran after the ball. 2. The teacher he instructs his pupils. 3. 
Men they endure hardship. 4. Richard having recited, he went 
home. 5. Ella, being sick, she staid at home. 

Rule 2 — The word about which the affirmation is made 
should be used as the subject of the sentence. 

Exercise IV. 

Direction — Correct the errors in the following sentences : 
Model — This sort of men will succeed. Men of this sort will suc- 
ceed. 1. This species of words are numerous. 2. This kind of men 
will ruin our country. 3. This sort of adverbs commonly admit of 
comparison. 4. Every kind of convenience should be provided for 
the school room. 5. Every kind of comfort will be provided. 



Hendrickson's Practical Lessons in English Grammar. 17 



THE SUBJECT MODIFIED. 

The First Modifier. 

Principle — The subject may be modified by an adjective. 

Exercise I. 

Direction— Tell the modifiers of the subjects of the follow- 
ing sentences : 1. A little boy is playing in the street. 2. A gold- 
en staff was in his hand. 3. Good boys always behave. 4. The 
tall man is writing. 5. A silly little grasshopper despised his 
mother. 

Rule 3 — (1) Three or more adjectives, or two if not joined by 
a conjunction, modifying the same noun should be separated by 
commas. (2) An adjective may modify the complex idea expressed 
by a noun and another adjective, as, The late civil war. In this 
expression "the" modifies "late," "civil" and "war ;" "late" modi- 
fies "civil" and "war;" "the," "late" and "civil" each modify "war." 
Adjectives thus modifying the complex idea expressed by a noun 
and another adjective must not be separated by commas. 

Hemark: — Each adjective modifying a noun can be con- 
structed with its noun and make sense. An adverb can never be 
constructed with a noun and make sense. "The late civil war." 
In this expression "the," "late" and "civil" are each adjectives 
modifying "war" and can each be constructed with "war" and make 
sense, thus, "the war," "late war," "civil war." Very many people. 
"Very" is an adverb and can not* be constructed with people and 
make sense, thus, "very people." 

Exercise II. 

Direction — Supply commas in the proper places in the first 
four sentences and correct the errors in latter three. 1. The man 
has a large strong and sun-burned arm. 2. The man sang a sweet 
tender song. 3. A tall calm and resolute man was here. 4. The 
cross lazy and mean boy will go home. 5. The, late, French revo- 
lution was a terrible conflict. 6. She is an, intelligent, young lady. 
7. Here is a, beautiful, white rose. 

THE SECOND MODIFIER. 
Principle — The subject may be modified by a word or a 



18 Hendrickson's Practical Lessons in English Grammar. 

sentence used to explain or identify it. 

Exercise I. 

Direction — Tell the modifiers of the subjects of the follow- 
ing sentences : 1. Washington, the father of his country, was the 
first president of the United States. 2. Webster, the statesman, 
was an orator. 3. Grant, the general, fought for his country. 4. 
The victims, a brother, a sister, and a friend are in a hopeless con- 
dition. 5. Men who work will surely succeed. 6. He that getteth 
wisdom is wise. 7. No man that loves God will be a drunkard. 

Rule 4 — An explanatory modifier that does not restrict the 
modified term or combine closely with it, should be set off by com- 
mas. 

Exercise II. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences : 

Model — The author of the "Pilgrim's Progress'' John Bunyan 
was the son of a tinker. The author of the " Pilgrim's Progress," 
John Bunyan, was the son of a tinker. 1. The discoverer of Amer- 
ica Columbus was treated cruelly. 2. We the people of the United 
States declare ourselves to be a free and independent nation. 

3. Men who are engaged in the service of God will be rewarded. 

4. An old clock which, for fifty years, stood in the farmer's kitchen 
suddenly stopped. 5. Garfield James A. was president of the 
United States. 

THE THIRD MODIFIER. 

Principle — The subject modified by a noun or a pronoun is 
in the possessive case. 

Remark — For examples of nouns and pronouns in the pos- 
sessive case used as modifiers see Sec. III., page . 

THE FOURTH MODIFIER. 
Definition — A phrase is a combination of related words 
not making complete sense but forming an office in the structure of 
a sentence. 

Exercise I. 

Direction — Tell the phrases in the following sentences : 



Hendrickson's Practical Lessons in'English^Grammar. 19 

1. John went to town. 2. Harry lives in the city. 3. Scaling 
yonder peak I saw an eagle. 4. Mr. Barnes came from New 
York. 5. He lives near Little Kock. 6. Arthur goes to school. 

Principle — A phrase may be used as the subject of a sen- 
tence. 

Exercise II. 

Direction — Tell the subjects of the following sentences : 
1. To do good, is the duty of all men. 2. To be great, is the de- 
sire of every ambitious person. 3. His being a minister, prevented 
his rising to civil power. 4. To do good to others, constitutes an 
important object of our existence. 5. To get an education, should 
be every young person's motto, 

Ullle 5 — A phrase or a sentence used as the subject of a 
sentence requires a comma between it and the verb. 

Exercise III. 

Direction- Supply commas in the proper places in the fol- " 
lowing sentences : 

Model— To obtain health should be our aim. To obtain 
health, should be our aim. 

1. To steal is base. 2. To be idle is anything but pleasant. 
3. His being a minister prevented his attending. 4. His being a 
good scholar is never doubted. 5. That we are rivals does not 
necessarily make us enemies. 6. That all men are created equal is 
a self-evident truth. 7. That I have taken the old man's daughter 
is true. 

Principle — The subject may be modified by a phrase. 

Exercise IV. 

Direction — Tell the modifiers of the subjects of the follow- 
ing sentences : 

1. The king of shadows loves a shining mark. 2. A love for 
study secures " mental improvement. 3. The use of tobacco de- 
grades many useful men. 4. A house on fire presents a distressing 
spectacle. 5. A man of refinement will adopt no disgusting habits. 

Rule 6 — (1) Several phrases modifying the same word 
should be separated by commas. (2) A phrase or a sentence used 



20 Hendrickson's Practical Lessons in English Grammar. 

as a modifier should be so arranged in a sentence that the idea in- 
tended will be conveyed. 

Exercise V. 

Direction — Punctuate properly the first sentences and cor- 
rect the errors in the latter : 

Model — Men of wealth of influence and of refinement lend 
us your aid. Men of wealth, of influence, and of refinement lend 
us your aid. 

1. I thought to see him was to see a man of culture of refine- 
ment and of influence. 2. The town contains forty houses and 
about seventy inhabitants built of stone. 3. Standing upon a hill 
eating a shuck we saw John's horse. 

Definition — The object of a phrase is the word, phrase, or 

sentence following a preposition or a participle (see page ) as 

its object of relation or action. 

Exercise VI. 

Direction — Tell the objects of the following phrases: 1. He 
went to town. 2. I saw him taking a mad man's sword. 3. No way 
remains but to go on. 4. Paul is about to speak. 5. "The footman 
in his usual phrase comes up with 'Madam, dinner stays !' " 

Principle — A noun or a pronoun used as the object of a 
phrase may have the same modifiers as the subject of a sentence. 

Heniark — Words modifying the object of a phrase should 
be punctuated as directed by Rules 3, 4, and 6. 

Direction — Tell the modifiers of the objects of the phrases 
in the following sentences: 1. Caleb went to the city. 2. I went 
to see Arthur, the boy who makes baskets. 3. One cannot expect 
to travel through life on flowery beds of ease. 4. The teacher lives 
in a large brick house on Main street. 5. Studying our lessons con- 
stitutes our employment. 

Exercise VII. 

Direction — Punctuate properly the following sentences : 
Model — I wish to see that tall active energetic man of whom 

you speak. I wish to see that tall, active, energetic man of whom 

you speak. 



Hendrickson's Practical Lessons'in English Grammar. 21 

1. I found myself in a neat beautiful and picturesque village. 
2. I found the man to be a squeezing grasping and hardened old 
sinner. 3. Mr. Nichols spoke to Barnes the man who wrote the 
article. 4. Our teacher talked about Columbus the discoverer of 
America. 

Principle — A noun or a pronoun used as an explanatory 
modifier may be modified in the same way as the subject of a sen- 
tence. 

Remark — The modifiers of an explanatory modifier must 
be punctuated as directed by Rules 3, 4, and 6. 

Exercise VIII. 

Direction — Tell the modifiers of the Explanatory Modifier 
in the following sentences: 1 John, the boy of whom I spoke, 
went home. 2. Gallileo, who was a great thinker, believed that 
the world is round. 3. Cortez, the conquerer of Mexico, treated 
Montezuma cruelly. 4. I, poor I, am to blame. 

Exercise IX. 

Direction — Punctuate properly the following sentences : 

Model —William the indolent lazy good-for-nothing boy of 
whom I spoke went home. William, the indolent, lazy, good-for- 
nothing boy of whom I spoke, went home. 

1. France's general, the brave noble and great Napolean, was 
defeated at Waterloo. 2. Prof. Murray, the man who wrote an 
English grammar was a great scholar. 3. John Wadkins, the 
president of our well-organized amusing and instructive debating 
society deserves to be complimented for his generosity and useful- 
ness. 

Rule 7 — (1) Three or more subjects of the same verb, or 
two if not joined by a conjunction, together with their modifiers 
should be separated by commas. (2) Two or more phrases or sen- 
tences used as the subject of a verb should be separated by commas. 

Exercise. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences : 



22 Hendrickson's Practical Lessons in English Grammar. 

Model — Her satin snood her silken plaid and her golden 
brooch betray her birth. Her satin snood, her silken plaid, and 
her golden brooch betray her birth. 

1. My ambition my hopes and my fears start up alarmed. 
2. Tact talent energy and economy are elements of success. 3. To 
be wise in our own eyes to be wise in the opinion of the world and to 
be wise in the sight of our Creator, are three things very different 
from one another. 4. To .spin to weave to knit and to sew, form 
the girl's employment. 5. That we should do good that we should 
love God and that we should serve God, are truths which we can 
never deny. 6 That there is a God and that we must serve Him, 
should be stamped indelibly upon our hearts. 7. To steal and to 
lie are abominations in the sight of God. 

Rule 8 — (1) If the subject, together with its modifiers, is 
long, it should be separated from its verb by a comma. (2) If a 
verb has several subjects, it should be separated from them by a 
comma. 

Exercise. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences : 

Model — He that getteth wisdom is wise. He that getteth wis- 
dom, is wise. 

1. He being ridiculed left the institution. 2. He that acts 
wisely deserves praise. 3. The intermixture of evil in human 
society serves to exercise some of the noblest virtues of the human 
soul. 4. Every, scorn remorse, and pride crush many bright intel- 
lects. 5. Art, fortune, and enterprise lead to success. 6. Ambition, 
honor, friendship, and gratitude are the prime movers of society 
to-day. 

THE PREDICATE. 

Defiinition — The predicate of a sentence tells what is 
stated of the subject. 

Remark — The predicate consists of a verb with or without 
another verb, an adjective, a noun or a pronoun. 



Hendrickson's Practical Lessons in English Grammar. 23 

Exercise I. 

Direction — Tell the predicates of the following sentences : 
1. Birds fly. 2. We shall go. 3. John was injured. 4. William 
is reading. 5. James became poor. 6. John is sleepy. 7. God is 
love. 8. We are friends. 9. It is I. 10. Who are you? 

Exercise II. 

Direction — Supply the following subjects with predicates : 

1. Dogs 2. Boys 3. Jane a letter. 

4. Mary the floor. 5. Harvard 

6. Warner 7. The proper study of mankind 

8 the kingdom. 9. That business 



THE PREDICATE MODIFIED. 

The First Modifier. 

Principle — The predicate may be modified by an adverb. 

Exercise I. 

Direction — Tell the modifiers of the predicates in the fol- 
lowing sentences : 1. John writes well. 2. Charles runs fast. 3. He 
is very studious. 4. She is most benevolent. 5. The wind blows 
very hard. 6. Ellen acted carelessly. 7. Flora acted quite 
thoughtfully. 8. Clara studies diligently. 

Utile 9 — Three or more adverbs (or two if not joined by a 
conjunction) modifying the same word should be separated by 
commas. 

Exercise II. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences : 

Model — John reads rapidly forcibly and distinctly. John 
reads rapidly, forcibly, and distinctly. 

1. General Wolfe died bravely nobly. 2. Slowly sadly they 
laid him down. 3. Men should conduct themselves wisely pru- 
dently and righteously. 4. He acted very thoughtfully very wisely 
and very generously. 5. The speaker spoke his thoughts loudly 
boldly and forcibly. 6. Arthur writes rapidly boldly and elegantly. 



24 Hendrickson's Practical Lessons in English Grammar. 



THE SECOND MODIFIER. 
Principle — The predicate may be modified by a phrase. 

Exercise I. 

Direction — Tell the modifiers of the predicatse of the fol- 
lowing sentences : 1. John went to town. 2. Time slept on flowers 
and lent his glass to Hope. 3. A mortal disease was upon her 
vitals. 4. The times are sadly out of joint. 5. Jane fell off the 
bridge into the river. 6. The cow jumped over the fence. 7. I 
have a temple in every heart. 

Principle — An adverb modifying the predicate may be 
modified by another adverb. A verb that is used as the object of a 
phrase may be modified by an adverb. A phrase may be modified 
by an adverb. 

Remark — Adverbs modifying other modifiers should be 
punctuated as directed by Eule 9. 

Exercise II. 

Direction — Tell the modifiers of the adverbs, of the phrases 
and the objects of the phrases in the following sentences : 1. Arthur 
writes very well. 2. The stream runs very rapidly. 3. It is the 
duty of the minister to preach forcibly. 4. Children should learn 
to study systematically. 5. Ella tries to act gracefully. 6. Warren 
tries to write correctly. 7. He went almost to Boston. 8. They 
died not by hunger, but by decay. 

Exercise III. 

Direction — Punctuate properly the following sentences : 
Model — Henry desires to act stubbornly hatefully and dis- 
gracefully. Henry desires to act stubbornly, hatefully, and dis- 
gracefully. 

1. Lena wants to read rapidly distinctly and forcibly. 2. We 
have endeavored to explain plainly concisely and briefly what is 
meant by the term inertia. 3. He was advised to fight bravely 
nobly and gallantly for his country. 

THE THIRD MODIFIER. 
Principle — The predicate may be modified by a sentence. 



Hendrickson'sPracticaFLessonsjn English Grammar. 25 

Exercise I. 

Direction- -Tell the modifiers of the predicates of the fol- 
lowing sentences : 1 . They kneeled before they fought. 2. Teachers 
rejoice when their pupils improve. 3. Where wealth and freedom 
reign contentment fails. 4. As ye journey, sweetly sing. 5. For- 
give him, if he repents. 6. We shall talk while you recite. 

Rule lO — Adverbial modifiers, separated from the words 
which they modify, should be set off by commas. 

Exercise II. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences: 

Model — It is however your task to prove it. It is, however, 
your task to prove it. 

1. Prof. Kendrick formerly taught school here. 2. In 1492 
Columbus discovered America. 3. At midnight in his guarded 
tent the Turk was dreaming of the hour. 5. As we journey let 
us sing. 6. He like the world his ready visits pay where fortune 
smiles. 7. I think however he will go. 

Principle — A noun or a pronoun used in the predicate with 
a verb may be modified like the subject of a sentence. 

Remark — The modifiers of a noun or a pronoun used in 
the predicate with a verb must be punctuated as directed by Rules 
3, 4, and 6. 

Exercise I. 

Direction — Tell the modifiers of the nouns and the pro- 
nouns used in the predicates of the followinsisentences : 1. Webster 
was a great lawyer. 2. He is a man who understands his business. 
3. Vanderbilt is a man of wealth. 4. Arthur is the best boy that 
goes to school. 5. Study was always his delight. 6. Men are but 
children of a larger growth. 

Exercise II. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences: 

Model — John was a quiet learned and respectable man. 
John was a quiet, learned, and respectable man. 



26 Hendrickson's Practical Lecsons in English Grammar. 

1. Philosophy is an easy pleasant and instructive study. 
2. Arithmetic is a difficult useful ami practical science. 3. Daniel 
was a prophet or preacher. 4. The brain is the dome of thought 
or seat of life. 5. He is an intelligent energetic and useful man. 

Rule 11 — Three or more predicates of the same subject (or 
two if not joined by a conjunction) together with their modifiers 
should be separated by commas. 

Exercise. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences : 

Model — John recites well studies hard and is respected by all. 
John recites well, studies hard, and is respected by all. 

1. Children should love honor and obey their teacher. 2. We 
play study and recite during the day. 3. He labored hard studied 
diligently and graduated with honors. 4. John and Henry study 
recite and play. 5. Lazy boys hate to work despise to study but 
love to live. 

THE OBJECT. 

Definition — The object of a sentence is that on which the 
act expressed by the predicate terminates. 

Remark — The object of a sentence may be a word (which is 
always a noun or a pronoun), a phrase, or a sentence. 

Exercise I. 

Direction — Tell the objects of the following sentences : 
1. John saws wood. 2. Fire burns coal. 3. Mary milks the cow. 
4. I regret his being^bsent. 5. I doubted their saying it. 6. They 
say "This shall be." 7. Athens found that neither art nor science 
could avail against depravity of morals. 

Exercise II. 

Direction — Supply the following predicates with objects : 

1. They carried the book home. 2. God created the 

and the 3. Virtue secures 4. Mount the , 

, I have chosen for you. 5. I doubted 

6. His being a minister prevented 7. Brutus 

says 



Hendriekson's Practical Lessons in English Grammar. 27 

THE OBJECT MODIFIED. 

Principle — The object may be modified like the subject of 
a sentence. 

■Remark:— The modifiers of the subject must be punctuated 
as directed by Rules 3, 4. and 6. 

Exercise. 

Direction — Tell the modifiers of the objects of the follow- 
ing sentences : 1. Education improves the mind. 2. The teacher 
whipped the boy that stole the marbles. 3. I heard the complaint 
of the laborer. 4. The voice of more than Roman eloquence 
urged and sustained the Declaration of Independence. 5. The 
king of shadows loves a shiniug mark. 

Exercise. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences : 

Model — Jane wrote a sensible well-spelled and well-punctu- 
ated composition. Jane wrote a sensible, well-spelled, and well- 
punctuated composition. 

1. They played a grandLgloomy and peculiar drama. 2. Mr. 
Ray wrote a brief practical and concise arithmetic. 3. I saw Ben- 
jamin Franklin the great philosopher. 4. The minister preached 
an interesting comprehensive and eloquent sermon. 5. John killed 
a tadpole or a poiliwog. 

Rule 12 — Three or more objects of the same verb or prepo- 
sition, or two if not joined by a conjunction, together with their 
modifiers should be separated by commas. 

Exercise. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences : 

Model — John studies English grammar Ray's algebra and 
Latin. John studies English grammar, Ray's algebra, and Latin. 

1. Warner studies grammar composition and geography. 
2. We have reached the end of the verse the end of the chapter 
and the end of the book. 3. We like beans cabbage and lettuce. 
4. Tin is found in England Saxony Malacca and Bohemia. 5. He 



28 Hendrickson's*PracticalJLessoiis in English Grammar. 



hauls goods from Main street to the wharf the warehouse and the 
depot. 

CONNECTIVE ELEMENTS. 

Definition — The connective elements of a sentence are those 
words that join sentences or the elements of sentences. 

Remark — Conjunctions, prepositions, the pronouns who, 
which, and that, and the adverbs when, while, where, till, whether, 
as, before, since, also, besides, consequently, else, ere, furthermore, 
even, hence, how, however, moreover, nevertheless, otherwise, still, 
so, then, thence, therefore, too, until, wherefore, whither, again, etc., 
are the only words used as connective elements. 

Exercise I, 

Direction — Tell the connective elements in the following 
sentences : 1. John and James went to town. 2. Arthur spoke 
favorably of the school. 3. I saw the man who carries the mail. 
4. They kneeled before they fought. 5. He will be here when the 
time comes. 6. There is the dog which killed, the sheep. 7. A 
noun is a name; therefore, John is a noun. 8. He that works at 
the blacksmith's shop. 9. The one will be lost, while the other 
will be saved. 

Exercise II. 

Direction — Fill the following blanks with connective ele- 
ments: 1. John James were there. 2. Arthur, you must 

go town. 3. The bad boy went home, the teacher 

had reprimanded him. 4. The boy is industrious is certain 

to succeed. 5. John will go to town he comes home. 

Rule 13 — Sentences which are connected by conjunctions 
should be separated by commas placed before the conjunctions. 

Exercise III. 

Direction— Supply commas in the proper places in the fol- 
lowing sentences : 

Model — Beauty dazzles but love charms. Beauty dazzles, but 
love charms. 

1. John is engaged or he would go. 2. Marcus went home be- 
cause he was expelled. 3. The sun shines on all even the ungrate- 



-:■ 



Hendrickson's Practical Lessons in English Grammar. 29 

ful. 4. We spend our time in idleness whereas we should spend it 
in study. 5. The boy wounded the old bird and stole the young 
ones. 

INDEPENDENT ELEMENTS. 
Definition — The independent elements of a sentence are 
those words or phrases which accompany a sentence without enter- 
ing into its structure. 

Exercise I. 

Direction - Tell the independent elements in the following 
sentences : 1. John, come here. 2. O, Liberty, I wait for thee. 
3. There are no idlers here. 4. To speak plainly, your habits are 
your worst enemies. 5. The teacher being sick there was no school 
yesterday 6. Alas! and did my Savior die? 

Rule 14 — Phrases used independently, or words used in an 
address, should be set off by commas. 

Exercise II. 

Direction — Supply commas in the proper places in the fol- 
lowing sentences : 

Model — John come here. John, come here. 

-1. Mary you and Nora sit on this front seat. 2. Arazona 
where have you been? 3. Fellow teachers ladies and gentlemen I 
am before you this evening to address you upon the subject of 
"Education." 4. To confess the truth I was wrong. 5. Every 
object has several faces so to speak. 6. Properly speaking gram- 
mar is an art. 

Rule 15 — Every exclamation, except O, (which should be 
followed by a comma), eh and hey, (which should be followed by 
an interrogation point), unless very closely connected with other 
words, should be followed by an exclamation point. 

Exercise III. 

Direction — Supply exclamation points in the proper places 
in the following sentences : 

Model — Oh I have hurt my finger. Oh! I have hurt my 
finger. 



30 Hendrickson's Practical Lessons in English Grammar. 

1. Pshaw you are trifling. 2. Aha papa I have found you out. 
3. Oh how infinitely grand are thy works O ! God. 4. Hush I 
heai some one at the door. 5. You will find gold, eh 6. You have 
bee l to town, hey 

Principle — Nouns and pronouns, used independently, may 
b^ nodified like the subject of a sentence. 

Remark — The modifiers of nouns and pronouns, which are 
i rod independently, must be punctuated as directed by Kules 3, 4, 
d6. 

Exercise IV. 

Direction — Tell the modifiers of the nouns and pronouns, 
used independently, in the following sentences: 1. My dear friend, 
I want you to write me a long letter. 2. Men of learning, I appeal 
to you in support of my theory. 3. O Thou, who dry'st the 
mourner's tear, we beseech Thee to listen to our cries. 4. Thou 
sparkling bowl, I will not touch thee. 5. Men of wealth, you 
must assist us in this great enterprise. 6. Men, who are energet- 
ically at work for the cause of education, give heed to my words. 

Exercise V. 

Direction— Punctuate properly the following sentences: 
Model— Sweet noble bright Spring I bid you welcome. Sweet, 
noble, bright Spring, I bid you welcome. 

1. High steep rugged mountain why stand ye towering above 
the ocean's roar. 2. Men of education ot wealth and of influence 
we desire your assistance. 

3. O Thou who dry'st the mourner's tear 
Who spilt Thy blood for me 
Who drives away my every fear 
I meekly come to Thee. 



XII. SENTENCES TAKEN AS WHOLES. 

The following rules teach us how to punctuate sentences as 
wholes : 

Rule 16 — (1). A period should be placed after every sentence 
which declares or commands. 



Hendrickson s Practical Lessons in English Grammar. 31 

(2). An interrogation point should be placed after a sentence 
which is used in asking a question, 

(3). An exclamation point should be placed after every sen- 
tence which expresses a sudden thought, strong feeling, or surprise. 

Exercise I. 

Direction — Place the proper point after each of the follow- 
ing sentences : 1. Virtue will triumph 2. Have the boys gone 
3. Give my regards to your father 4. How I wish James would 
come 5. Who were the inventors of printing 6. " Oh that men 
did but know the sweets of innocence " 7. Wise men avoid temp- 
tation 8. Is happiness to be found among men 9. " Prayer is the 
key of the morning and the bolt of the night " 10. "Authors 
must not, like Chinese soldiers, expect to win victories by turning 
somersets in the air " 

Rule 17 — A semicolon is used at the close of a sentence 
which, by its terms, promises an additional sentence. 

Exercise II. 

Direction - Supply -semicolons in the proper places in the 
following sentences : 

Model— Straws swim upon the surface but pearls lie at the 
bottom. Straws swim upon the surface ; but pearls lie at the bot- 
tom. 

1. Wealth may seek us but wisdom must be sought. 2. Philos- 
ophers assert that nature is unlimited in her operations that 
knowledge will always be progressive and that all future genera- 
tions will continue to make discoveries of which we have not the 
least idea. 3. The wise man is happy when he gains his own 
approbation the fool when he gains the applause of those about 
him. 4. Man in his weakness proposes but God in his wisdom 
disposes. 5. The wheel of fortune is ever turning who can say, " I 
shall be uppermost to-morrow ?" 

Hule 18 — A colon should be placed before every formal 
enunciation .of particulars, and before every direct quotation 
referred to by the words thus, following, as follows, this, these, etc. 



32 Hendricksons Practical Lessons in English Grammar. 

Exercise III. 

Direction — Supply colons in the proper places in the fol- 
lowing sentences : 

Model — There are two Continents first the Eastern, and sec- 
ondly the Western Continent. There are two Continents : first the 
Eastern, and secondly the Western Continent. 

1. There is much justice in the warning of Lavater " Beware 
of the man who hates the laugh of a child." 2. His reply was as 
follows " True genius is the capacity for taking pains." 3. James 
Johnson, Dear Sir Please send me one Swinton's word book. 4. A. 
noun is a name ; therefore, the following words are nouns John, 
Mary, Thomas. 5. Punctuate the following sentence Arthur studies, 
because he wishes to learn. 

Rule 19 — (1) A passage that is copied should be enclosed 
by quotation points. (2) A quotation within a passage that is 
itself quoted should be enclosed within single quotation points. 

Exercise IV. 

Direction — Supply quotation points in the proper places in 
the following sentences : 

Model — John says, I will remind you that Young calls man 
an infinite insect. John says, "I will remind you that Young 
calls man an ' infinite insect.' " 

1. Pilate asked What is truth? 2. Where now is the man of 
destiny? asked Robert. 3. The historian says the people languish 
beneath a tyrant's power. 4. Southey, among our living poets 
says, Prof. Wilson, stands alone and aloof in his glory. 5. He 
said I relinquish my claim. 

Rule 20 — The marks of parenthesis should be used to en- 
close explanatory words which are not necessary to the sense. 

Exercise V. 

Direction — Supply the Marks of Parenthesis in the proper 
place in the following sentences : 

Model — We know who knows it not ? the uncertainty of life. 
We know (who knows it not ?) the uncertainty of life. 



Hendrickson s Practical Lessons in English Grammar. 33 

1. He was deceived we say it with respect in this matter. 

2. He fell what was there to prevent it? from his high glory. 

3. We know this great truth which is enough for man to know 
"Virtue alone is happiness." 4. Arithmetic see Kay's Arithmetic 
is the science of numbers and the art of computing by them. 

Rule 21 — The brackets should be used to enclose what, 
when quoting anothor's words, is inserted by way of explanation. 

Exercise VI. 

Direction — Supply brackets and correct the use of the quo- 
tation points. 

Model — Luke says, " We took up our carriages luggage and 
went to Jerusalem." Luke says, " We took up our carriages [lug- 
gage] and went to Jerusalem." 

1. "Take no thought" "anxiety" for the morrow," said the 
minister. 2. "A quality word " adjective " is a word used to qualify 
nouns." 3. He said to his teacher, " Please to solve that example " 
question " for me." 4. " Man " a thinker " is capable of doing 
great things." 

Hule 22 — (1) A dash should be placed before a transition 
in the sentiment of a sentence, and before an abrupt or exclama- 
tory repetition. (2) A dash should be placed after a sudden inter- 
ruption, hesitation, or break in the construction. (3) A dash 
should supply the place of figures, letters, or words left out. 

Exercise YII. 

Direction — Supply the dash in the proper places in the fol- 
lowing sentences : 

Model — London is noted for its magnificent buildings ; its 
extensive shipping, and its dextrous pickpockets. London is noted 

for its magnificent buildings; its extensive shipping, and its 

dextrous pickpockets. 

1. Glory what is it? 2. Such a man is a a I know not what 
to call him. 3. Such was the testimony of Solomon Solomon who 
had all the pleasures x)f this world at his command. 4. You 
know my feelings ; you know Hold interrupted my friend. 5. A. 
p. 187—, I was at E a. 



34 Hendrickson's Practical Lessons in English Grammar. 

Principle — (1) We may abbreviate or make short these 
words by writing the first five letters : Thursday, lieutenant. 

(2) We may abbreviate these words by writing the first four 
letters : Connecticut, captain, Florida, Massachusetts, Minnesota, 
Michigan, Mississippi, Pennsylvania, professor, president, Tennes- 
see, Tuesday. 

(3) These by writing the first three letters : Alabama, answer, 
Arkansas, California, colonel, Colorado, Delaware, England, esquire, 
Friday, general, George, governor, honorable, brother, Illinois, 
Kansas, major, Monday, Nebraska, Nevada, reverend, Saturday, 
Sunday, Texas, Wednesday, Wisconsin, and all the names of the 
months except May, June, and July. 

(4) These by writing the first two letters: Company, county 
credit, example, idem (the same), Iowa, Oregon. 

(5) These by writing the first letter : East, North, South, West, 
Ohio. 

(6) These by writing the first and last letters : Debtor, doctor, 
Georgia, Indiana, junior, Kentucky, Louisiana, Maine, Maryland, 
Master, Mister, numero (number), saint, street, Vermont, Virginia, 
bishop. 

(7) The following are some of the most important abbrevia- 
tions : 

A. B., Bachelor of Arts. 

A. D., In the year of our Lord. 
A. M., Master of Arts. 

B. D., Bachelor of Divinity. 

C. M., Common Meter. 
C. O. D., Cash on Delivery. 

D. D., Doctor of Divinity. 
LL, D , Doctor of Laws. 

oz., ounce. 
LL. B., Bachelor of Laws. 
L. M., Long Meter, 
S. M., Short Meter. 
D. M., Doctor of Music. 
M. B., Bachelor of Medicine, 
M. D., Doctor of Medicine. 



Hendrickson's Practical Lessons in English Grammar. 35 

M. C., Member of Congress. 
M. E., Methodist Episcopal. 
Mus. D., Doctor of Music. 
S. C, South Carolina. 
N. C, North Carolina. 
Ph. D., Doctor of Philosophy. 
P. M., Postmaster. 
P. O., Postoffice. 
U. S.; United States. 
Xmas., Christmas. 
Rule 23 — (1) An abbreviation should generally be followed 
by a period. (2) The use of two titles that imply the same thing, 
thus : Mr. J. B. Smith, esq., should be avoided. 

Exercise VIII. 

Direction-- Supply periods in the proper places in the fol- 
lowing exercise : 

Model -A S Barnes & Co, 51 John st, N Y City, N Y A. S. 
Barnes & Co., 51 John st., N. Y. City, N. Y. 

1. J Q Adams, LLD.MC 2. Dr John H Jones, M D, Prin- 
cipal of the Main st grammar school. 3. Kev G A Smith, D D, 
will preach here to-morrow at 11 a m 4. C A Arthur is pres of 
the US 5. Dr H Bob, jr, M D, offers his services to any afflicted 
in the town of G 

Rule 24 — The caret should be placed between two words to 
indicate the word or words omitted and placed above the line. 

Exercise IX. 

Direction — Supply carets in the proper places in the follow- 
ing exercise : 

boy boy 

Model — The went to town. The went to town. 

A 

study of mankind was 

1. The proper is man. 2. Jackson called u Old Hickory." 

eat grass the Pacific 

3. Cows and give us milk. 4. Balboa discovered Ocean. 5. War- 
noted for the 
ren was sweetness of his disposition. 



36 Hendrickson's Practical Lessons in English Grammar. 

XIII. OTHER MARKS USED IN WRITING. 

Besides the marks explained in the foregoing the following 
marks are used in writing : 

(1). References which direct attention to the margin or to the 
bottom of the page ; as *. 

(2). The brace, which is used to include several species in one 
(Solid, 
class; as, Matter^ Liquid, 
( Gaseous. 

(3.) The hyphen, which must be used between the parts of a 
compound word ; as, stone-blind. 

(4). The section, which is used to denote a division of a book 
or a chapter ; as, Whateley's Logic, ?2, book V. 

(5). The index, which points out something worthy of special 
notice; as, Smith & Jones, printers SUP^Job work a specialty. 

(6). The apostrophe, which denotes the omission of letters; as, 
'Tis o'er, etc. 

Remark — The apostrophe must be used wherever a letter is 
omitted. 

XIV. CAPITAL LETTERS. 

Rule 25 — A capital letter must be used : 

(1). To begin every entire sentence, every sentence directly 
quoted, and every line in poetry. 

(2). To begin all appellations to the Deity. 

(3). To begin special or individual names and words derived 
from them. 

(4). To begin the names of things personified. 

(5). To begin the chief words composing the titles of books, 
plays, songs, etc. 

(6). To begin titles of honor, office, respect, or distinction. 

(7). To begin most abbreviations. 

(8). In writing the words I and O, and in writing numbers in 
the Roman notation. 

Exercise. 

Direction— Supply capital letters in the proper places in 



Hendricksons Practical Lessons in English Grammar. 



the following exercise : 1. order is heaven's first law. 2. thompson 
says, " success makes villains honest." 3. maker, preserver, my re- 
deemer, god. 

4. death is but a path that must be trod, 
if man would ever pass to god. 
5. John lent thomas his knife. 6. ellen says she thinks flora loves 
clara. 7. we live in the Spanish colonies. 8. he does not know 
english grammar. 9. we have studied " brown's grammar of en- 
glish grammars." 10. lion c a arthur is president of the united 
states. 11. i believe alexander iii is czar of Eussia. 12, o, pitiless 
man, i love you. 

XV. ELLIPSIS. 

Definition — Ellipsis is the omission of words not necessary 
to the sense, but necessary to explain the construction of a sentence. 

Exercise I. 

Direction — Supply the ellipses in the following sentences : 

Model — Remember thy Creator. Remember thou thy 
Creator. 

1. He has applied to Alexander III., of Russia. 2. Moses is 
the meekest man we read of in the Bible. 3. Up and go away. 
4. Who whispered yesterday ? James and I. 5. The army were 
ready to offer Washington a crown. 6. Sink or swim, survive or 
perish, I am for the Declaration. 7. Go where we may find the 
traces of sin everywhere. 

Hule 2G — Never omit a word which is necessary to the 
sense. 

Exercise II. 

Direction — Coirect the errors in the following sentences : 
Model — The book is not completed, but soon will be. The 
book is not completed, but it soon will be. 

1. He will learn, sir, that to accuse and prove are very differ- 
ent. 2. The squirrel can climb a tree faster than Arthur. 3. They 
will understand this and like it. 4. The preposition in is set be- 
fore cities, countries, and large towns. 5. To this point have tended 



38 Hendrickson s Practical Lessons in English Grammar. 

all the rules I have given. 6. One person or thing is singular 
number. 7. John obeys his teacher as cheerfully as James. 

XVI. ANALYSIS. 

The following are the models for analyzing sentences : 

First Model — Columbus discovered America. Columbus 
discovered America, is a sentence, of which Columbus is the sub- 
ject, discovered the predicate, and America the object. 

Sedond Model — Too low they build who build beneath the 
skies. Too low they build who build beneath the skies, is a sen- 
tence. Too low they build, is the principal sentence, of which 
they is the subject, build the predicate. The predicate, build, is 
modified by low. The modifier low is modified by too. The sub- 
ject, they, is modified by who build beneath the skies, a subordinate 
sentence, of which who is the subject, build the predicate. The 
predicate, build, is modified by beneath the skies, a phrase intro- 
duced by beneath, a preposition. Skies is the object of the phrase. 
The object skies is modified by the. The phrase, beneath the skies, 
is joined to build by beneath, a connective element. The subordi- 
nate sentence, who build beneath the skies, is joined to the princi- 
pal sentence, too low they build, by who, a connective element. 

Third Model — John, come here. John, come here, is a sen- 
tence, elliptical. When we supply the ellipsis, it will read, John, 
you come here. You is the subject, come the predicate. The 
predicate come is modified by here. John is an independent ele- 
ment in the sentence. 

Exercise. 

Direction— Analyze the following sentences : 1, An indus- 
trious man will certainly succeed. 2. Rapidly, terribly, and 
faithfully the tempest roared. 3. Peter's wife's mother lay sick of 
a fever. 4. Peevishness disgusts us, pains us, and mortifies us. 
5. General Wolfe died nobly, bravely. 6. Hurrah for Jackson! 
7. Oh ! how astonishing is the news ! 8. He is wise and good, brave 
and noble. 9. The river, the lake, and the ocean stood still. 
10. The heavens declare the glory of God ; and the firmament 
sheweth his handiwork. 11. The student who studies his lesson 



Hendricksons Practical Lessons in English Grammar. 



39 



attentively, will improve. 12. Take fast hold of instruction ; for 
it is thy life. 13. The world will not anxiously inquire of you 
who you are, but it will ask you, " What can you do ?" 
14. If we have whispered truth, 
Whisper no longer ; 
Speak as the tempest does, 
Sterner and stronger. 
15. But, when he caught the measure wild, 
The old man raised his head and smiled. 
1G. If you would know the deeds of him who chews, 
Enter the house of God, and see the pews. 
17. Mysterious are his ways, whose power 
Brings forth that unexpected hour, 
When minds that never met before 
Shall meet, unite, and part no more. 



Sentence. 
Jane 
wrote 
that 
letter 
with 

a 

pen, 

by 

moonlight. 

Sentence, 

The 
night, 
which 

was 

excessively 

dark, 

had 
already 
closed. 



XVII. WRITTEN ANALYSIS. 

The First Model. 

the subject. 

the predicate. 

modifier of the object. 

the object. 

preposition, introducing the phrase, with a pen. 

modifier of the object of the phrase. 

the object of the phrase. 

preposition, introducing the phrase, by moonlight. 

the object of the phrase. 

Second Model. 

modifier of the subject, night. 

the subject of the principal sentence. 

the subject of the subordinate sentence. 

was dark, the predicate of the subordinate sentence. 

modifier of the predicate, was dark. 

had closed, the predicate of the principal sentence, 
modifier of the predicate, had closed. 



40 Hendrickson's Practical Lessons in English Grammar. 

Exercise. 

Direction — Analyze the sentences in the following exercise: 
1. With features so plain that not even self-love could persuade 
her she was handsome, yet she was exceedingly anxious to be 
thought beautiful. 2. Moses smote the rock with his rod. 3. Law, 
in its most limited sense, is a rule of human action. 4. In those 
days came John the Baptist preaching in the wilderness. 5. Alas ! 
Within the last quarter o± a century our republic has been called 
to mourn the loss of many of her noblest sons. 6. Yea, though I 
walk through the valley and the shadow of death, I will fear no 
evil. 




Hendrickson's Practical Lessons in English Grammar. 41 



SECTION III. 



ETYMOLOGY AND SYNTAX. 

XVIII. THE NOUN. 

Uses — Nouns are used: (1) As the subject of a sentence. 
(2) As the object of a sentence, of a phrase, or of a verb which has 
no subject. (3) In the predicate with a verb. (4) As the modifier 
of another noun. (5) As an independent element. 

Reiiiark: — Nouns perform no other offices than those named 
above ; therefore, when we know how to use a noun in each of these 
five different ways, we understand the noun. Any classification 
that does not lead to a correct understanding of the noun in at 
least one of these uses is useless. No classification of nouns can be 
of practical utility; hence, we have omitted the division of nouns 
into proper and common as superfluous. 

XIX. THE PRONOUN. 

Uses — The pronoun performs the same offices that nouns do, 
and in addition to these uses it may connect two different sentences ; 
as, The boy who studies, will improve. 

Remark — The classification of pronouns into adjective and 
interrogative have been omitted, because, (1) It is impracticable; 
and, (2) No word can ever be an adjective and pronoun at the 
same time ; of the list of interrogative pronouns, who is the only 
word that is a pronoun ; the remainder are adjectives. 

Rule 27 — Do not use pronouns needlessly. 

Exercise I. 

Direction — Correct the errors in the following sentences : 
Model — James B. Turner his book. James B. Turner's book. 
1. Goold Brown his " Grammar of English Grammars," is an 



42 Hendrickson's Practical Lessons in English Grammar. 

excellent work. 2. And then there is a good use for Pallas her 
glass. 3. It isn't true what he said. 4. It is without any proof at 
all what he subjoins. 

Rule 28 — A pronoun must not be made to represent an ad- 
jective. 

Exercise II. 

Direction — Correct the errors in the following sentences : 

Model — We love to see a man kind, which is an evidence of 
greatness. We love to see a man kind, for kindness is an evidence 
of greatness. 

1. Some men are too ignorant to be humble, without which 
there is no docility. 2. Every law supposes the transgressor to be 
wicked; which, indeed, he is, if the law is just. 3. To be dextrous 
in danger is a virtue, but to court danger to show it is weakness. 
4. Be accurate in all you say or do, for it is important in all the 
concerns of life. 5. We love to see a man modest, because it is a 
sign of merit. 

Principle — Pronouns are distinguished as personal and rel- 
ative. 

Defiinition — A personal pronoun is a pronoun that always 
represents the same grammatical person. 

List — See page . 

Exercise I. 

Direction — Tell the personal pronouns in the following 
sentences : 1. I am fond of work. 2. We reverence old age. 3. You 
learn fast. 4. He is clever. 5. She walks gracefully. 6. They 
are very silent. 7. John thinks himself a man. 8. You love your- 
self very much. 9. The porter admitted us. 

Exercise II. 

Direction — Fill the following blanks with personal pro- 
nouns : 1 love to study grammar. 2. If is good 

is loved. 3 help you, but do not help 

4 study music. 5 have gone to New York. 6 , 

, and were boys together. 

Rule 29 — The personal pronoun them should not be used 
for the adjective those. 



Hendrickson* s Practical Lessons in English Grammar. 43 

Exercise III. 

Direction — Correct the errors in the following sentences : 

Model — Bring me them apples. Bring me those apples. 

1. We have brought some of them French roses. 2. Do you 
like them fuschias as well as ours? 3. Them boys understand 
arithmetic. 4. Them peaches are not ripe. 5. Them geraniums 
are very beautiful. 

Rule 30— Do not make use of a personal pronoun when by 
its use there may be doubt for what word or words it represents. 

Exercise IV. 

Direction — Correct the errors in the following sentences :. 

Model — Helen sent Mary a pot of jelly, which she said she 
made for her husband. Helen sent Mary a pot of jelly, which she 
said she made for Mary's husband. 

1. The farmer told the lawyer that his ox had gored his horse. 
2. We were struck with the grandeur of the scenery in the neigh- 
borhood of the cascade, and could not help admiring it. 3. Pope 
wrote to Addison that he was aware. of his efforts to injure his rep- 
utation. 4. The simplicity of style maintained throughout the 
book causes us to admire it. 5. A man does not always appreciate 
his friend's kindness when he sacrifices his comfort to promote his 
happiness. 

The Relative Pronoun. 

Definition — A relative pronoun is one that relates to a 
word, phrase, or sentence for which it stands, in such a way as to 
connect two separate sentences. 

List — See page — . 

Exercise I. 

Direction — Tell the relative pronouns in the following sen- 
tences : 1. This is the lady who called on you. 2. I have lost the 
book which I bought. 3. I have seen the largest elephant that was 
ever brought to this country. 4. Whoever comes will enjoy the 
trip. 5 Whichever I select I fear she will blame me.. 6. What- 
ever he saith unto you do it. 7. Who comes here? 



44 Hendrickson's Practical Lessons in English Grammar. 

Exercise II. 

Direction— Fill the blanks in the following sentences with 

relative pronouns : 1. I honor him honors me. 2. Solomon 

was the wisest man ever lived. 3. The boy studies 

will improve. 4. I know you wish. 5 went to 

town yesterday? 6 he desires I will do. 7 did 

Flora marry? 

Hule 31 — (1) Who is properly applied to intelligent beings, 
and to things personified. (2) Which should be applied to things 
or to names of persons regarded merely as names. (3) That is ap- 
plicable to persons, animals, and things, and should be used in pref- 
erence to who or which. 

1. When the relative introduces a modifier which is restrictive, 
and could not be introduced by and he, and it, and they, etc. 

2. When it represents the pronoun who. 

3. After same, all, any, very, no, and adjectives expressing 
quality in the highe-t degree. 

4. When it represents words following it is, it was, etc. 

5. When both persons and things are referred to. 

Exercise III. 

Direction — Correct the errors in the following sentences : 
Model — Our Father which art in heaven. Our Father who 

art in heaven. 

1. Too low they build which buiM beneath the skies. 2. Such 

were the trials of Job, who has become another name for patience. 

3. Man, that is born of woman, is of few days and full of trouble. 

4. Who is she who comes here every day. 5. All which can be 
done has been done. 6. All the dogs which bark at me I will kill. 
7. This is the same book which he had borrowed. 8. No man who 
swears will be admitted. 9. It was I who wrote him a letter. 

10. The nominative names are the person or thing which acts. 

11. Look at some of the artists and masterpieces which ancient 
Greece produced. 12. Some men who were there said so. 13. Some 
apples which are ripe do not taste well. 

Rule 32 -A relative pronoun must not be made to repre- 
sent an indicative assertion. 



Hendnckson's Practical Lessons in English Grammar. 45 

Exercise IV. 

Direction —Correct the errors in the following sentences: 

Model— We repaired our ship, which having been done, Ave 
again set sail. We repaired our ship. This having been done, we 
again set sail. 

1. The man opposed me, which was anticipated. 2. The sol- 
diers refused obedience, which was explained. 3. The gentleman 
called here this evening, which shows his respect for us. 4. The 
speaker spoke very intelligently, which verifies the statement that 
he is educated. 5. Caesar overcame Pompey, which was lamented. 

K-llle 33— A conjunction should not be used before a rela- 
tive pronoun unless there are two or more subordinate sentences 
containing a relative pronoun to be connected. 

Remark — But if there are two or more subordinate sentences 
introduced by a relative, a conjunction may be used ; but there is 
no rule requiring its use. 

Exercise V. 

Direction — Correct the errors in the following sentences : 

Model — Mr. Barnes, a farmer, and who often teaches school, 
is a candidate for governor. Mr. Barnes, a farmer, who often 
teaches school, is a candidate for governor. 

1. The elephant, the largest quadruped, and which sometimes 
attains the height of fifteen feet, can draw heavy loads. 2. Taylor, 
the whig, candidate for the presidency, and who was elected by a 
small majority, died before his term of office expired. 3. The boa 
constrictor, the largest of serpents, and which can kill the deer, is 
found in South America. 4. Mr. Buchanan, the oldest inhabitant 
of this city, and who died this morning, lived an exemplary life. 
5. Webster, the lexicographer, and who wrote an " Elementary 
Speller," was remotely connected to Webster the statesman. 

Hule 34 — When two or more subordinate sentences, con- 
taining a relative pronoun referring to the same word or words, are 
joined by a conjunction the same relative must be used. 

Exercise VI. 

Direction — Correct the errors in the following sentences ; 



46 Hendricksons Practical Lessons in English Grammar. 

Model — No man that loves his family, or who regards his 
own happiness, can be a drunkard. No man that loves his family, 
or that regards his own happiness, can be a drunkard. 

1. No teacher that has a determination linked with a sound 
judgment, and who has the real interest of his pupils at heart, can 
help succeeding. 2. Those travelers that have penetrated into the 
interior of Africa, and who have given us an account of their explo- 
rations, say it is a wonderful country. 3. What surprises me most, 
and which may well surprise every person, is that men will live 
and die in sin. 4. People who are ignorant, and that do not ap- 
preciate knowledge, will never be of any importance. 5. Cotton 
which is raised in great abundance, and that commands a good 
price, forms the staple of Arkansas. 

Rule 35 — (1) A relative pronoun, which is the subject or 
the object of a subordinate sentence, should be placed next the 
word or words for which it stands. 

(2) When a relative is the object of a preposition it should be 
placed between the word or words for which it stands and the sen- 
tence with which it is construed. 

Exercise VII. 

Direction — Correct the errors in the following sentences : 

Model — A man should first count the costs, who is about to 
build a house. A man, who is about to build a house, should first 
count the costs. 

1. Those deserve punishment who break the law. 2. Alfred 
freed England from the Danes, who was a courageous king. 3. The 
man is a common place man who has no enemies nor friends. 
4. John defeated Albert, who never was defeated. 5. The world is 
not our world in which we sojourn. 6. The house is not our house 
in which we live. 

Rule 36 — (1) Do not use the adverb where for in which, nor 
whence for from which, unless place is literally referred to. (2) When 
place is literally referred to, in which must not be used for where, 
nor from which for whence. 



Hendricksons Practical Lessons in English Grammar. 47 

Exercise VIII. 

Direction — Correct the errors in the following sentences : 
Model — Can you remember the book where you saw that sen- 
tence ? Can you remember the book in which you saw that sentence? 
1. I will soon visit the house where I once lived. 2. I do not 
know the premises whence he formed such conclusions. 3. A noun 
is defined as a name, whence it follows that John is a noun. 

4. There is no principle given whence such a rule can be obtained. 

5. There are characters where there seems to be no redeeming 
features. 6. Travelers are in doubt as to the spot in which Pal- 
myra stood 7. I have recently visited the house where I used to 
live. 8. I will start next Monday to the place in which I fought 
my hardest battle. 9. The harbor from which we sailed was gay 
with flags. 

Rule 37 — Do not omit a preposition and a relative con- 
necting a subordinate to a principal sentence. 

Exercise IX. 

Direction — Correct the errors in the following sentences*. 

Model — The winter I taught my first school was a remarkably 
cold winter. The winter in which I taught my first school was a re- 
markably cold winter. 

1. What else could Johnson do in the circumstance he was 
placed ? 2. To give directions as to the manner it should be studied 
is beyond my power. 3. Man has succeeded when he answers the 
ends he was made. 4. Alexander stayed four days in the place he 
was. 5. The morning he started he said he never would return. 

6. The teacher I went to school to is a good scholar. 7. The day 
I entered college was the day the great meteoric showers first fell. 

XX. PROPERTIES OF NOUNS AND PRONOUNS. 

Principle — To nouns and pronouns belong the properties of 
person, number, gender, and case. 

Person. 

Definition — Person is that property of nouns, pronouns, 
and verbs which distinguish the speaker, the person addressed, and 



48 Hendrickson's Practical Lessons in English Grammar. 

the person or thing spoken of. 

Principle — There are three persons : The first, the second, 
and the third. 

Definition —The first person denotes the speaker or writer. 

Definition — The second person denotes the person or thing 
addressed. 

Definition — The third person denotes the person or thing 
spoken of. 

Exercise I. 

Direction — Tell the person of the nouns and the pronouns 
in the following sentences : 1. I, John, make a decree. 2. I, Peter, 
speak these things unto you. 3. I shall go to see you and James 
to-morrow. 4. His praise, ye brooks, attune. 5. The last words 
of Mohammed were : " O God ! pardon my sins." 6. Andrew 
Jackson, you were one president of the United States. 7. The fool 
laughs at his own folly. 8. Who has gone to New York ? 9. You, 
he, and I will recite together. 10. I will have revenge. 

Exercise II. 

Direction — Fill the following blanks with nouns and pro. 

nouns and tell the person of each: 1 was executed for 

murder. 2 art the man. 3. The father called sons 

and .*. daughters around 4 was wrong to urge 

me so. 5. Art a spirit of earth or air? 6 went to 

New York. 7 is a very large city in 

Rule 38 — The arrangement of the persons should be : The 
second, first ; the third, next ; and the first, last, unless a fault or a 
common calamity is acknowledged, when this order should be re- 
versed. 

Exercise III. 

Direction — Correct the errors in the following sentences : 
Model — John and you may parse that sentence. You and 
John may parse that sentence. 

1. Will you go to the concert with me and Flora? 2. I think 
that I and Dora and you are entitled to prizes. 3. Jack and I and 
father caught that mink. 4. My people and I have sinned, 
5. You, John and I have committed a very great crime. * 



Hendrickson s Practical Lessons in English Grammar. 49 

Rule 39 — A pronoun must agree with the noun for which 
it stands in person ; but if the pronoun stands for several nouns of 
different persons, it agrees with the first in preference to the second, 
and the second in preference to the third. 

Exercise IV. 

Direction — Correct the errors in the following sentences : 
Model — My brother John and I will go to his father's this 

afternoon. My brother John and I will go to our father's this 

afternoon. 

1. You and I cannot always have what you desire. 2. I must 

have met James and you, but I did not recognize either of them. 

3. You and your brother will not disobey his mother. 

Number. 

Definition — Number is that property of all nouns and pro- 
nouns and of certain verbs and adjectives that distinguishes unity 
from plurality. 

Principle — There are two numbers : the singular and the 
plural. 

Definition — The singular number denotes but one. 

Definition — The plural number denotes more than one. 

Exercise I. 

Direction — Tell the number of the nouns and the pronouns 
in the following sentences : 1. The boy plays ball. 2. The book 
lies on the table. 3. Oxen work for their masters. 4. We love to 
think of home. 5. I will never give away my character for pleas- 
ures. 6. Women are the natural companions of men. 7. I called 
to see my friend. 

Exercise II. 

Direction — Fill the following blanks with nouns and pro- 
nouns and tell the number of each : 1 are found in Africa. 

2 work. for 3. The was introduced in this 

country at an early date. 4 and went to Boston. 

5 are found wild in the mountains of Arkansas. 

Unle 40 — The plural of nouns is regularly formed by add- 
ing s to the singular. 



50 Hendrickson's Practical Lessons in English Grammar. 

Exercise III. 

Direction — Form the plural of the following nouns : 1. Boy. 
2. Day. 3. Cobbler. 4. Chimney. 5. Gulf. 6. Mary. 7. Flora. 
8. John. 9. Hat. 10. Dwarf. 11. Money. 12. Cuckoo. 13. Monkey. 

Rule 41 — Nouns ending in ch soft, s, sh, x, z, or in i, or 
u, preceded by a consonant, take es to form their plural. 

Hemark — The following nouns ending in o are exceptions 
to this rule and form their plurals regularly : Canto, duodecimo, 
grotto, halo, juncto, lasso, major-domo, memento, octavo, portico, 
quarto, sirocco, solo, tyro. 

Exercise IV. 

Direction — Form the plurals of the first ten nouns and cor- 
rect the errors in the formation of the plurals of the latter six : 
1. Torch. 2. Gas. 3. Gash. 4. Waltz. 5. Alkali. 6. Cargo. 
7. Memento. 8. Negro. 9. Tax. 10. Zero. 11. Axs. 12. Topazs. 13. 
Soloes. 14. Negros. 15. Gnues. 16. Porticoes. 

Rule 42 — A noun of general application ending in y pre- 
ceded by a consonant changes y into i and adds es to form its plural. 

Exercise V. 

Direction — Form the plurals of the first ten nouns and cor- 
rect the errors in the formation of the plurals of the latter four : 
1. City. 2. Lady. 3. Fancy. 4. Lily. 5. Fairy. 6. Soliloquy. 
7. Ally. 8. Vanity. 9. Bounty. 10. Sympathy. 11. Qualitys. 
12. Quantity es. 13. Mercys. 14 Glory es. 

Rule 43 — (1) Compounds consisting of a name preceded by 
a title form their plurals by varying either the title or the name, 
but not both of them. (2) A title used with two or more different 
names is made plural. 

Exercise VI. 

Direction — Form the plurals of the first four nouns and cor- 
rect the errors in the formation of the plurals in the latter three 
nouns in the following sentences : 1 . The two Mr Hick were in 
town to-day. 2. We visited the two Miss Tucker. 3. The three 
Mr. Plum will go to Little Rock. 4. Miss Grey will visit us to- 
morrow. 5, The three Profs. Hynes were here yesterday. 6. The 



Hendricksons Practical Lessons in English Grammar. 51 

two Doctors Joneses visited their patients. 7. The Misses Ellen 
and Susan Whites will go to church. 

Rule 44 — The plural of figures, letters, characters, etc., is 
formed by annexing an apostrophe and s. 

Exercise VII. 

Direction — Form the plurals of the first four characters 
and correct the errors in the formation of the plurals in the latter, 
four characters in the following sentences: 1. The s are not written 
correctly. 2. Cora does not dot her i. 3. There were t, *, 9, and 
— found in. the composition. 4. Write ten ;, :, ., ?, !, and ,. 5. She 
must make her ks, 4s, and ?s better. 6. He must supply .s in his 
composition. 7. Supply ,s where they should be in this exercise. 
8. John always makes his 9s, 8.s, 5:s, and 6;s wrong. 

Rule 45 — The following nouns ending in f and fe form their 
plural by changing f or fe into ves : Beef, leaf, sheaf, thief, loaf, 
calf, half, elf, self, shelf, wolf, life, knife, wife. 

Exercise yill. 

Direction — Form the plurals of the following nouns : 
Beefs, halfs, sheafves, thiefs, loavs, calvs, halvs, elfves, wifes. 

Kule 46 — The plural of compound names is formed by plu- 
ralizing the name of most importance; if all the names are of 
equal importance the last name takes, the plural termination. 

Exercise IX. 

Direction — Form the plural of the first five nouns and cor- 
rect the errors in the formation of the plurals of the latter three 
nouns in the following sentences : 1. Those boys are the man's step- 
son. 2. They are my sister-in-law. 3. We saw the Jack o' lantern. 
4. The Sir Isaac Newton of this country are very few. 5. My two 
brothers-in-law. live in Berlin. 6. They are women haters. 7. The 
Georges Washingtons of South America have never lived. 8. Every 
science has its Sirs Isaac Newtons. 

Unle 47 — Foreign nouns introduced into English composi- 
tion should be pluralized in obedience to the following rules : 

The termination a becomes 88, sometimes ata ; as, lamina, lam- 
ina? ; miasma, miasmata. 



52 Hendrickson's|Practical Lessons in English Grammar. 

Is becomes es, sometimes ides ; as, axis, axes ; apis, apisides. 

Us becomes i; as, stimulus, stimuli. Remark — Genus be- 
comes genera. This is the only exception to this rule. 

Um and on become a ; as, medium, media ; phenomenon, phe- 
nomena. 

Ex and ix become ices ; as, index, indices ; helix, helices. 

O becomes i ; as, banditto, banditti. 

Exercise X. 

Direction — Form the plural of the first twenty-two nouns 
and correct the errors in the formation of the plural of the latter 
seven : Alumnus, analysis, antithesis, arcanum, axis, basis, calculus, 
chrysalis, crisis, datum, diaresis, ellipsis, erratum, focus, helix, 
larva, magus, nebula, oasis, parenthesis, synopsis, thesis, datums, 
memorandums, axises, basises, larvas, spectri, radiuses. 

Remark — The following words have also a regular English 
plural : Apex, appendix, aquarium, beau, calyx, cherubim, cicer- 
one, criterion, encomium, formula, fulcrum, gymnasium, herbarium, 
medium, memorandum, momentum, nucleus, radius, sarcophagus, 
scholium, seraph, tamen, stratum, vertex, virtuoso, vortex. 

Remark 1 — When a foreign word" has a regular English 
form for its plural it is better to write the English plural than the 
foreign plural. 

Remark 2 The following nouns have no singular : Abo- 
rignes, annals, antipides, archives, ashes, assets, belleslettres, bill- 
iards, bitters, breeches, calends, cattle, clothes, dregs, eaves, embers, 
entrails, filings, fireworks, goods, greens, grounds, hatches, head- 
quarters, ides, lees, literati^ mammalia, manners, matins, minutse, 
morals, nones, nuptials, paraphernalia, ravelings, regalia, riches, 
shambles, spectacles, suds, teens, thanks, tidings, irowsers, vespers, 
victuals, vitals, wages, withers, colors (banners), drawers (an article 
of clothing), letters (literature), and the scientific names of many 
orders and families of beasts, birds, fishes, and insects, also the names 
of all instruments composed of two parts. 

Remark 3 — The following nouns are always singular: 
Apocrypha, hysterics, measles, news, the names of sciences ending 
in ics, as, mechanics, hydraulics, politics, mathematics, etc.; the 



Hendrickson's PracticalJLessons in'English^Grammar. 53 

names of many qualities, actions, vices, virtues, properties, as, 
courage, idleness, cohesion, roundness; the names of many arts, 
sciences, and diseases, as, architecture, rhetoric, bronchitis ; the 
names of many articles sold by weight or measure, as, flax, cider, 
lead, milk ; but when spoken of as different kinds nearly all of 
them take a regular plural, as, teas of China. 

Remark 4 — The following nouns are alike in both num- 
bers : Alms, bass (a fish), bellows, cannon, corps (pronounced kore 
in the singular, kores in the plural), means, salmon, series, sheep, 
species, superfices, swine, vermin (seldom used in the singular). 

Remark 5 — Of English nouns, the following are the only 
simple words that form distinct plurals not ending in s : 

Singular — Man, woman, child, brother, ox, goose. 

Plural, — Men, women, children, brethren, oxen, geese. 

Singular — Foot, tooth, louse, mouse, die, penny, pea. 

Plural — Feet, teeth, lice, mice, dice, pence, pease. 

Remark 6 — The following nouns have both a regular and 
an irregular plural with different meanings : 

Singular. Regular Plural. Irregular Plurals. 

brother, brothers (of a family), brethren (of a society), 

die, dies (stamps for coinage), dice (cubes for gaming), 

genius, geniuses (men of genius), genii (spirits), 
head, heads (parts of the body), head (of cattle), 
index, indexes (table of contents), indices (algebraic exponents), 
pea, peas (distinct grains), pease (taken in a bulk), 

penny, pennies (distinct coins), pence (an amount of money), 

sail, sails (pieces of canvass), sail (vessels). 

Rule 48 —A pronoun must agree with the word or words 
that it represents in number. 

Remark 1 — Sometimes a pronoun referring to a noun 
which names individuals taken as one whole instead of agreeing 
with the noun for which it stands agrees rather with the idea con- 
veyed ; as, The jury went to get their dinner; not, The jury went 
to get its dinner. 

Remark 2 — A pronoun standing for a noun preceded by 
many a in the principal sentence should be singular ; in the subor- 



54 Hendrickson's Practical Lessons in English Grammar. 

dinate sentences following, it should be plural ; as. During this per- 
secution many a martyr shed his blood ; and their names are still 
embalmed in the memory of the church ; not, During this persecu- 
tion many a martyr shed their blood ; and his name is still embalmed 
in the memory of the church. 

Exercise XI. 

Direction -Correct the errors in the following sentences : 

Model — There is such a noise that a person cannot collect 
their thoughts. There is such a noise that a person cannot collect 
his thoughts. 

1. Let a young man be energetic, intelligent, and honest and 
people will trust them. 2. When a lion is wounded, they turn on 
their pursuer with fury. 3. I have lost the scissors. Have you 
seen it? 4. Thrifty men when they receive their wages do not 
spend it foolishly. 5. Many a flower is born to blush unseen and 
waste their sweetness on the desert air. 6. Many a book is published 
that is positively injurious ; if it were burned, it would be a bless- 
ing to the community. 7 The court has rendered their decision. 
8. The crew weie next called on deck to receive its orders. 9. The 
committee has separated to get its dinner. 10. The tongs should 
be kept in its place. 

liule 40 — (1) A pronoun standing for two or more singular 
nouns connected by and, expressed or understood, must be plural, 
unless the nouns for which it stands are but different names for 
the same person. 

(2) Singular nouns connected by and also, and too, and not, but, 
if not, or, nor, or as well as, have a pronoun in the singular. 

(3) Also nouns limited by each, every, or no, must have pro- 
nouns in the singular. 

Exercise XII. 

Direction — Correct the errors in the following sentences : 
Model — I have tried blue and red ink, but- it does not write 

so well as black. I have tried blue and red ink, but they do not 

write so well as black. 

1. Affliction, poverty, and despair — ought we not to be ready 

for it all? 2. The governor and statesman was here, and they 



Hendrickson's Practical Lessons in English Grammar. 55 

looked well. 3. Columbus and John Cabot also showed their de- 
termination to make discoveries. 4. Jane as well as Delia will 
succeed if they try. 5 It was Columbus and not Amerigo that 
discovered America by their own determination. 6. Mary and 
Ella, too, will learn if they study. 7. It is not the idler, but the 
industrious boy that will succeed by their own efforts. 8. Wicked- 
ness, if not morality, though they struggle in the conquest, must be 
overcome by Christianity. 9. No one can tell what trials awaits 
them to-morrow. 10. Everybody ought to regard the dictates of 
their own conscience. 11. Every one may secure the reputation of 
being a good critic if they will find fault with everything and 
everybody. 

Ullle 50 —(1) A pronoun standing for two or more singular 
nouns connected by or or nor must be in the singular; but if one 
of the nouns is singular and the other plural the plural noun is 
placed last and the pronoun made plural. 

(2) If the nouns are of different persons, the pronoun must be 
used in the proper person with each, or the sentence so altered as 
to omit the pronouns. 

Exercise XIII. 

Direction — Correct the errors in the following sentences : 
Model — Walter Taylor or his father passed with their face 
tied up this morning. Walter Taylor or his father passed with his 
face tied up this morning. 

1. If you want to buy a good buggy or wagon I can tell you 
where to find them. 2. We have no evidence that either John or 
Arthur loved their teacher. 3. Neither Piato nor Aristotle thought 
it proper to tell to the world the doctrines they freely taught their 
followers. 4. Neither wealth nor talent should be wrapped up in 
a napkin by those who possess them. 5. If you want a house or 
desirable lots, I can tell you where to find it. 6. Neither talent nor 
riches should be laid away in a napkin by those who possess it. 
7. Peace cannot be obtained until the Hungarians or Austria sur- 
render its claims. 8. You or I must abandon his claims. 9. Neither 
you nor he should promise yourself success in that cause. 10. Neither 
John nor I will allow our children to grow up in ignorance. 



56 Hendrickson sTractical^Lessonsfin^English^Grammar. 

Gender. 

Definition — Gender is that property of nouns and prououns 
which distinguishes them with regard to sex. 

Principle — Nouns and pronouns have two genders ; the 
masculine and the feminine. 

Definition — The masculine gender denotes males. 

Definition — The feminine gender denotes females. 

Exercise I. 

Direction — Tell the gender of the nouns and pronouns in 
the following sentences : 1. John milks the cow for Jane. 2. He 
studies Latin and Greek. 3. She went to church this evening. 
4. Boys and girls are our future men and women. 5. The admin- 
istrator sold the property. 6. The authoress wrote a poem. 7. The 
gentleman accompanied the lady to church. 

Exercise II. 

Direction — Fill the blanks in the following sentences with 
nouns and pronouns and tell the gender of each : 

1 went to Boston. 2. Every likes to own 

the best. 3. lives in 4 was Queen 

of England. 5 entertained with and 

was an English poetess. 6 should venerate the old. 

Rule 51 — Singular nouns of different genders taken sepa- 
rately must have different pronouns of different genders to represent 
them. 

Remark — Nouns including both males and females are to 
be regarded as masculine. 

Exercise III. 

Direction — Correct the errors in the following sentences : 
Model —No boy or girl in school can parse this sentence with- 
out he has assistance. No boy or girl in school can parse this sen- 
tence without he or she has assistance. 

1. Please to ask George or Ida for her pencil. 2. Anna or 
Samuel will go to the circus if he can. 3. Every boy and every 
girl were in their seat. 4. No boy or girl should disobey their 
teacher. 5. No gentleman or lady will insult their inferiors. 



Hendrieksons practical Lessons in English Grammar. 57 

6. No teacher should require a pupil to do what she can not do. 

7. We should respect an aged person whether he or she be wise or 
foolish. 

Personification. 

Definition — Personification is an intentional deviation from 
the ordinary application of words by which we represent inani- 
mate things as possessing life. 

Rule 52 — (1) A noun destitute of gender must be repre- 
sented by a pronoun which is destitute of gender. 

(2) A noun personified has gender, and the pronoun represent- 
ing it must agree with it in gender. 

Remark 1 — Young animals and infants are often repre- 
sented by pronouns destitute of gender when their gender is not 
known. 

Remark 2 — Fierce, vast, and sublime objects are personi- 
fied as males ; gentle, delicate, and beautiful objects are personified 
as females. 

Exercise IV. 

Direction — Correct the errors in the following sentences : 
Model — The polar bear is rarely to be seen in menageries, as 
it sutlers so much from heat that he is not easily preserved in con- 
finement. The polar bear is rarely to be seen in menageries as he 
suffers so much from heat that he is not easily preserved in confine- 
ment. 

1. The moon, apparent queen, unveiled its peerless light, and 
o'er the dark its mantle threw. 2. The inertia of the earth carries 
her along. 3. I like to be in a boat when she is rowed across the 
river. 4. The earth is an ever bounteous mother to its children. 
5. There is no orator so persuasive as fashion ; it has but to open 
its lips, and no one thinks of gainsaying its words. 

Case. 

Definition — Case is the property of nouns and pronouns 
which shows their relation to other words. 

Principle — Nouns and pronouns have three cases ; the 
nominative, the possessive, and the objective. 



58 Hendrickson's Practical Lessons in English Grammar. 



Definition — The nominative case is that form which a 
noun or a pronoun has when it is the subject of a sentence or when 
it is used in the predicate with a verb or independently. 

Definition — The possessive case is that form which a noun 
or a pronoun has when it denotes ownership, origin, or fitness. 

Definition — The objective case is that form which a noun 
or a pronoun has when it is the object of a verb, a phrase, or a 
sentence. 

Exercise I. 

Direction — Tell the case of the nouns and the pronouns in 
the following sentences : 1. Coluumbus discovered America. 2. Liv- 
ing toads are very often found in the middle of huge rocks. 
3. Beautiful pictures adorn my friend's apartment. 4. The teacher 
is my friend. 5. John, come here, for I wish to see you. 6. The 
people love their friends. 7. Our friends wish for our success. 

Exercise II. 

Direction — Fill the following blanks with nouns and pro- 
nouns and tell the case of each: 1 went to 2. 

wrote a 3. In the proper for 

is change of 4 One I looked upon, the gentle 

5 recite in and every day. 

Rule 53 — The possessive case of singular nouns and of 
plural nouns not ending with an s is formed by adding an apostro- 
phe and s to the nominative. Plural nouns ending with an s form 
their possessive case by adding the apostrophe to the nominative. 

Remark 1 — In a few words ending in the singular with 
the sound of s or of c (soft) the additional s is omitted in forming 
the possessive case : as, conscience' sake ; Felix' room. 

Remark 2— The form of the noun is the same in the nom- 
inative and the objective cases. 

EXERCIS^ III. 

Direction— Form the possessive case of the first ten nouns 

and correct the errors in the formation of the possessive of the latter 

five : 1. Axe. 2. Door. 3. Lock. 4. Men. 5. Horses. 6. Foxes. 

•7. Science. 8. Eagles. 9. Women. 10. Dog. 11. Quackenbos's 



Hendrickson's Practical Lessons in English Grammar. 



59 



grammar. 12. Whites' arithmetic. 13. Fox's. 14. Horses. 15. 
Axes'. 

Hule 54 — The apostrophe should not be used in forming 
the possessive case of pronouns. 

Exercise IV. 

Direction — Correct the errors in the following exercise : 

Model — It's ; its. 

1. Our's. 2. Theirs'. 3. Your's. 4. His'. 5. It's. 6. Whose'. 

DECLENSION. 



Nouns. 



Common. 
Nominative, 
Possessive, 
Objective, 

Proper. 
Nominative, John 
Possessive, John's 
Objective, John 



Sing. Plural, 
pig pigs 
pig's pigs' 
pig pigs 



. Sing. Plural. 
boy boys 
boy's boys' 
boy boys 



Ellen - 
Ellen's 
Ellen - 



Sina\ Plural. 

ox oxen 
ox's oxen's 

ox oxen 



Clarence - 

Clarence's - 

Clarence - 



Personal- 



PRONOUN. 



Nominative, 

Possessive, 
Objective, 



Nominative, 

Possessive, 
Objective, 



Nominative, 



First Person. 
Sing, Plural. 

I, myself, we, ourselves, 

my, mine, , our, ours, , 

me, myself, us, ourselves. 

Second Person. 
Sing. Plural. 

thou, thyself, yourself, you, yourselves, 

thy, thine, , your, yours, 

thee, thyself, you, yourselves. 

Third Person. 
Sing. Plural'. 

he, himself, they, themselves, 



60 



flendrickson s Practical Lessons in English Grammar. 



Possessive, 

Objective, 

Nominative, 

Possessive, 

Objective, 

Nominative, 

Possessive, 

Objective, 

Relative- 



his, , 

him, himself, 
she, herself, 
her, hers, — — 
her, herself, 

Sing. 
it, itself, 

its, , 

it, itself, 



their, theirs, 

them, themselves, 
they, themselves, 

their, theirs, , 

them, themselves. 

Plural. 
thy, themselves, 

their, theirs, , 

them, themselves. 



Nominative, 

Possessive, 

Objective, 

Nominative, 

Possessive, 

Objective, 

Remark 
Remark 



who, 

whose, 

whom, 

which, 

whose, 

which, 



Singular and Plural. 

whoever, whosoever, 

whosever, 

whomever, 

whichever, 

whosever, 

whichever, 



whosesoever, 
whomsoever, 
whichsoever, 
whosesoever, 
whichsoever. 
1 — That has no variation to denote case. 
2 — Personal pronouns of the second singular 
number are never used except in solemn style. 

Rule 55 - (1) When several possessive words modify the 
same noun the sign of the possessive is annexed to the last only ; 
but if they modify different nouns the sign is annexed to each sepa- 
rately. 

(2) When the possessive noun has another explaining it (see 
Rule 60) the sign is annexed to the nearest the noun modified. 

(3) If the possessive is followed by another modifying word or 
phrase the sign is annexed to the latter and not the noun. 

(4) A succession of possessives or of phrases denoting posses- 
sion should be avoided. 

Exercise V. 

Direction — Correct the errors in the following sentences : 

1. I have both White and Stoddard's arithmetic. 2. Adam's. 

and Eve's Creator is our Creator. 3. We have read Jeremiah's 

the prophet lamentation. 4. That book is my wife's brother's 

friend's book. 5. This is the hat of the brother of the partner of 



Hendrickson s Practical Lessons in English Grammar. 61 

the son of the lawyer. 6. I wish you would ask somebody's else's 
advice. 7. The mayor's of New York visit to San Francisco was 
made pleasant by the beautiful weather. 

little 56— -A noun in the possessive case must not be sepa- 
rated from the noun which it modifies by a sentence. 

Exercise VI. 

Direction — Correct the errors in the following sentences : 

Model — Our friend's, for friend he certainly is, company was 
very agreeable. The company of our friend, for friend he cer- 
tainly is, was very agreeable 

1. Such was the gentleman's, if we may call him a gentleman, 
career. 2. Uncle Peter's, as we commonly call him, story was en- 
joyed by us. 3. Cato's, for this is the name he wears, poetry is not 
sublime. 4. Queen Bess's, who was once queen of England, reign 
was full of victories. 

Rule 57 — The possessive pronouns my, thy, his, her, its, 
etc., must be repeated or inserted as often as the sense or construc- 
tion of a sentence requires them. 

Exercise VII. 

Direction— Correct the errors in the following sentences : 
Model —The people who were here are inhabitants of Prince- 
ton and vicinity. The people who were here are inhabitants of 
Princeton and its vicinity. 

1. Many verbs vary both their signification and construction. 

2. Esau thus threw away both his religious and civil inheritance. 

3. The man and wife were at the fair. 4. His own and wife's 
wardrobes are packed up in a firkin. 5. We give in to-day's paper 
a report of the schools in Huntsville and vicinity. 

R/lile 58 — I, we, thou, ye, he, she, they and who are nomi- 
native forms and must not be used in the objective case. Me, us, 
thee, him, her, them and whom are objective forms, and must not 
be used in the nominative case. 

Exercise VIII. 

Direction — Correct the errors in the following sentences : 
Model — John and me went to town. John and I went to 
town. 



62 Hendrickson's Practical Lessons in English Grammar. 

1. We have not learned whom was invited. 2. Him and me 
will go. 3. Whom are you? 4. Whom are reciting in grammar? 
Her and me. 5. You learn faster than me. 6. Me being satisfied, 
you should be so, too. 7. My being tired, John finished my task. 
8. Us absent, matters will probably be neglected. 9. Him that 
hath eyes to see, let him see. 10. Them that are athirst, let them 
drink. 11. We will meet you and he to-morrow in town. 12. 
Take care to who you give that letter. 13. I will go to see they. 
14. Mary gave I a rose. 15. We received they with pleasure. 
16. Who did John marry? 17. Who should I trust, if not he with 
who I have lived with for years? 18. Let whoever you wish meet 
me in conference. 

Rule 59 — Do not make the same word the object of a verb 
and a preposition, or of two prepositions with intervening words 
between them. 

Exercise IX. 

Direction — Correct the errors in the following sentences : 

Model — We should obey, and pay adoration to our parents. 
We should obey our parents and pay adoration to them. 

1. We should respect and confide in our friends. 2. The man 
is a native of, and educated in, France. 1. Children should honor, 
confide in, and have love for, their parents. 4. Teachers should 
have a love for, and a deep interest in, their pupils. 5. The peo- 
ple of the South cultivate large crops of, and realize some profit 
from, cotton. 

Rule GO — A noun or a pronoun used as an explanatory 
modifier, must be in the same case as the word explained. 

Exercise X. 

Direction— Correct the errors in the following sentences : 
Model— Now, therefore, come thou, let us make a covenant, I 

and thou. Now, therefore, come thou, let us make a covenant, 

thee and me. 

1. Now, therefore, come thou, we will make a covenant, thee 

and me. 2. Not to every man, but to the man of God, he that is 

led by the spirit of God. 3. Christ and Him crucified is the head, 



Hendrickson's Practical Lessons in English Grammar. 63 

and the only head, of the Church. 4. Our Shepherd, him who is 
styled King of Saints, will certainly give his saints the victory. 



XXI. PROMISCUOUS EXAMPLES. 

Direction— Correct the erroneous sentences, and tell the sen- 
tences which are correct in the following exercise : 

1. arthur b. jones, His Book. 2. it Is Not so What John told 
father. 3. We love to see a men Generous, for it shows a noble 
spirit. 4. A poor wayfaring man of grief hath often met me. 5. I 
went to see them boys who said that them girls had gone to school. 
6. John tried to see James in the Crowd, but could not, because he 
was so short. 7. " I can not," has never accomplished anything. 

8. Be sure not to tell any one that the dog what barks will bite. 

9. It was I who spoke, it was he who was silent ; 10. He is the 
very man whom I wanted to see: 11. The teacher open school, 
which having been done we began studying our lesson. 12. John 
Jones, a very wealthy farmer, and who died recently, was among 
my most intimate friends. 13. It was Joseph that was sold into 
Egypt, who became governor of the land, and which saved his 
father and brothers from famine. 14. Your committee would sug- 
gest some improvement in the seats as they have been informed that 
some seats are occupied by boys that have no backs. 15. John de- 
feated Albert, who never was defeated. 16. The world which we 
sojourn in is not our own. 17. Arthur can not tell the spot in 
which he stood. 18. That is the house where I once lived. 19. 
The winter I taught school in Eureka was a remarkably cold 
winter. 20. Reason's whole pleasure, all the joys of sense, lie in 
three words : — health, peace, and competence. 21. My people and 
I have sinned. 22. I, he, and you have seen much pleasure to- 
gether. 23. My sister Fanny and I will go to her aunts this after- 
noon. 24. Beds are stuffed with cat-tails but not with catstails. 
25. There are many negros in this city. 26. The girls are accus- 
tomed to sit in porticoes and study. 27. I have lectured in over 
fifteen hundred citys. 28. I am acquainted with the two Misses 
Browns. 29. Marcus doesn't dot his is cross his ts nor shade his 
ms. 30. Are you perfectly sure, that you have fully succeeded. 



64 Hendrickson's Practical Lessons in English Grammar. 

31. Let a young be persevering, energetic, and ambitious and they 
will succeed. 32. The committee separated to get its dinner. 33. 
Many a book is published that is positively injurious ; and if it 
were burned it would be a blessing to the community. 34. Any 
one may secure the reputation of being a good writer if they will 
obey the rules of grammar. 35. Neither talent nor wealth should 
be wrapped up in a napkin by those who possess them. 36. If 
you want books or a pen I have them. 37. You or I am wrong. 
38. No boy or girl should disobey his teacher. 39. Can nothing 
be done to coax this fop and coxcomb to abandon their folly ? 40. 
The lion when first attacked fights with very great energy, but when 
he finds your determination equals his it will allow you to capture 
it. 41. A student should do his or her best. 42. Here sorrow sits 
veiling its eyes. 43. Was it you that introduced me to him? 44. 
The first day of April is called all fools day. 45. Victoria's and 
Albert's eldest daughter has married the prince of Prussia. 46. 
This book is Mr. Hay's clerk's wife's brother's. 47. This is the 
store of the brother-in-law of the partner of the son of our minister. 
48. The mayor's of Boston visit to New York was not a pleasant 
one. 49. Annie Davis' book. 50. This book is our's ; that book 
your's. 51. Such was the student's, if student he may be called, 
method of study. 52. All the people were present from Trenton 
and vicinity. 53. Whom are reciting in geography ? her and me. 



XXII. PARSING-. 

The following are the models for parsing nouns and pronouns : 

First Model — The tree is known by its fruit. 

" Tree " is a noun ; third person ; singular number ; nomina- 
tive case. 

" Its " is a pronoun ; personal ; third person ; singular number ; 
possessive case. 

" Fruit" is a noun; third person; singular number; objective 
case. 

Second Model — He is a friend of mine. 

" He " is a pronoun ; personal ; third person ; singular number ; 
masculine gender ; nominative case. 






Hendrickson's Practical Lessons in English Grammar. 65 

" Friend" is a noun; third person; singular number; mascu- 
line gender ; nominative case. 

u Mine " is a pronoun ; personal ; first person ; singular num- 
ber ; possessive case. 

Third Model — This is the tree which produces no fruit. 

" Which " is a pronoun ; relative ; third person ; singular num- 
ber ; nominative case. 

Exercise. 

Direction — Parse the nouns and the pronouns in the follow- 
ing sentences : 

1. George, bring me Haney's History, that book lying on the 
table. 2. The boys recite very well in arithmetic. 3. Both the 
men brought their axes. 4. There are may negroes in Africa. 5. 
Brigham Young had many wives. 6. Coffee is spelled with two 
f 's and with two e's. 7. Dot your i's and cross yourt's. 8. Mary's 
bonnet is here. 9. I have Brown's and Clark's grammars. 10. 
James is studying Stoddard's and Henkle's algebra. 11. Teas and 
groceries for sale here. 12. You Laplanders have large herds of 
reindeer. 13. This is Tennyson the poet's home. 14. Where are 
my cuffs? 15. 1 visited Misses Millie and Ada Chronister. 16. Os- 
car brought his book and put it on the table. 16. The messenger 
himself revealed the treachery. 17. Is this book yours or mine? 
18. The girl who is industrious will succeed. 19. An improper 
fraction is one whose denominator is less than its numerator. 



XXIII. WRITTEN PARSING. 

Model. 

Sentence. Class. Sub. Div. Modifications. 

I pronoun, personal, first per., sing, number, nom. case. 

will 1 , 

grind ) verb > 

the adjective, 

man's noun, third per., sing, number, poss. case. 

axe. noun ; third per., sing. number, obj. case. 



66 Hendrickson s Practical Lessons in English Grammar. 

Exercise. 

Direction — Parse the nouns and the pronouns in the follow- 
ing sentences as directed by the above model: 1. The river flows. 
2. Eivers flow. 3. The house needs painting. 4. The glasses are 
all broken. 5. Julia injured her book, and soiled mine. 6. I do 
not care for what he says, 7. This is the very dog that bit James. 
8. The boy whom I instruct learns very fast. 9. The young lady 
is trying to be an authoress. 

XXIV. THE VERB. 

Verbs are used : (1) In the predicate of a sentence; (2) As 
the object of the preposition to ; (3) As the modifier of substantives 
by assuming some action or state in connection with it. 

Remark — We have omitted in this chapter the moods of 
verbs. Our first object in omitting a classification or modification 
is that it is impracticable. It is an absurdity to suppose that En- 
glish verbs can have the property of mood. Supposing that they 
can have, it would be difficult to classify them. It would require 
a volume to discuss them and one mastering them would not know 
a single line of English grammar. 

Principle — Verbs are distiuguished as transitive and intran- 
sitive. 

The Transitive Verb. 

Definition — A transitive verb is one that expresses an ac- 
tion terminating on an object. 

Exercise I. 

Direction — Tell the transitive verbs in the following sen- 
tences : 

1. James struck John. 2. Ann has read the book. 3. Trees 
bear leaves. 4. The cat has caught a mouse. 5. Haney broke the 
slate. 6. Ellen wrote a letter. 7. The boys have found their skates. 
8. Scaling yonder peak I saw an eagle. 9. He endeavors to wor- 
ship God. 

Exercise II. 

Direction — Fill the blanks in the following sentences with 
transitive verbs: 



Hendrickson's Practical Lessons in English Grammar. 67 

1. Wolves many sheep. 2. Caravans the great 

desert. 3. Astronomers closely the heavens at night. 4. 

England a powerful navy. 5. The Turks coffee. 6. 

Travelers many strange things. 7. Cornwallis his 

army at Yorktown. 

Rule 61 — Do not introduce a preposition to govern the ob- 
ject of a transitive verb. 

Exercise III. 

Direction — Correct the errors in the following sentences : 

Model — He will commence with his studies next week. He 
will commence his studies next week. 

1. I do not recollect of such a man. 2. Why will men pursue 
after pleasure. 3. She will not permit of any interference. 4. I 
have tried in vain to discover about his plans. 5. Transitive verbs 
do not admit of prepositions after them. 6. Man wants for little 
here below. 

Rule 62 — A verb which is necessarily transitive requires an 
object. 

EXERCI&E IV. 

Direction — Correct the errors in the following sentences : 

Model — She affects in order to ingratiate with you. She af- 
fects kindness in order to ingratiate herself with you. 

1. I must caution against a violation of this rule. 2. Praise 
to God teaches to humble and lowly ourselves. 3. This author has 
endeavored to surpass. 4. Idleness and pleasure fatigue as soon as 
business. 

Remark — When any form of the verb be is joined to another 
verb, the verb becomes passive. A verb without any form of the 
verb be joined to it is active. 

Rule 63 — When any form of the verb be (the forms of the 
verb be are : be, been, am, is, are, art, was, wast, were) is added to 
a transitive verb (the form of the verb being changed to suit that 
form of the -verb be which is added) the object of the sentence 
should be made the subject. 

Exercise V. 

Direction — Correct the errors in the following sentences : 



Hendrickson's Practical Lessons in English Grammar. 



Model — John was given a long lesson by the teacher. A long 
lesson was given to John by the teacher. 

1. Arthur has been given a severe rep rim and by his father 
2. Our minister was given a horse and carriage. 3. I was told that 
story when I was a little boy. 4. Since then we have been given 
very good advice. 5. I have been asked my opinion on that sub- 
ject. 

The Intransitive Verb. 

Definition — An intransitive verb is one that denotes an 
action not terminating on an object. 

Exercise I. 

Direction — Tell the intransitive verbs in the following sen- 
tences : 

1. James sits at the table. 2. John went to the house. 3. 
Ella love's to play. 4. Having recited, I sang. 5. Snow melts in 
the fire. 6. Horses gallop in the field. 7. Water runs down hill. 

Exercise II. 

Direction — Fill the blanks in the following sentences with 
intransitive verbs : 

1. Roses sweet. 2. Hemp in Kentucky. 3. Tea 

from China. 4. Livingston in Africa. 5. The 

Hungarians against the Austrians. 6. Victoria 

over England. 7. Cornwallis at Yorktown. 

Rule 64 -A verb which is necessarily intransitive should 
not have an object. 

Exercise III. 

Direction — Correct the errors in the following sentences : 

Model — I fear myself there are spies abroad. I fear there are 
spies abroad. 

1. Retire thee into the drawing-room. 2. Fare thee well. 3. 
Sit thee down and rest thee here. 4. He will soon repent him of 
his crime. 

Rule 65 — A preposition must not be placed after an intran- 
sitive verb as its object. 



ftendricksons Practical Lessons in English Grammar. 69 

Exercise IV. 

Direction — Correct the errors in the following sentences : 
Model — Vocal and instrumental music were made use of. 
Vocal and instrumental music were used. 

1. My original purpose was soon lost sight of. 2. That busi- 
ness has been attended to. 3. The awkward were laughed at. 4. 
This event was looked for. 5. Such talents should be made use of. 
6. The boy has been found fault with. 

XXV. PROPERTIES OF THE VERB. 

Principle — To most verbs belong the properties of tense, 
number and person. 

Tense. 

Definition — Tense is that property of the verb which dis- 
tinguishes the time of the action or being. 

Principle — Verbs have six tenses : the past ; the prior past; 
the present ; the prior present ; the future, and the prior future. 

Definition — The past tense denotes past time. 

Definition — The prior past tense denotes time past before 
some other past time mentioned. 

Definition — The present tense denotes present time. 

Definition— The prior present tense denotes time past but 
reaching to the present. 

Definition — The future tense denotes future time. 

Definition — The prior future tense denotes time prior the 
future, but past as compared with some other future event specified. 

Exercise I. 

Direction— Tell the tense of the verbs in the following sen- 
tences : 

1. The Jews were peculiar people. 2. If I were he I would 
not act so badly. 3. Obey the laws of your country for conscience' 
sake. 4. Job was patient. 5. I had already expressed my opinion 
before you spoke. 6. I had been asked about the matter. 7. I 
have completed my book. 8. John has returned home. 9. I shall 
see you. 10. I shall go home to-morrow. 



70 Hendrickson s Practical Lessons in English Grammar. 

Exercise II. 

Direction — Fill the following blanks with verbs, and tell 
the tense of each : 

1. Education man superior to all other animals. 2. 

Those who , 3. Men not 4. 

that ......... in the city, I , to him. 5 of his 

illness,I for a physician. 6. Washington himself king. 

FORMATION OF THE TENSES. 

The verbs has, hast, have, had, shall and will are used to as- 
sist in forming the tenses of other verbs. 

Rule 66 — The past tense of verbs is regularly formed by 
adding d or ed to the root (simplest form) of the verb. 

Exercise. 

Direction — Form the past tense of the following verbs : 

1. Love. 2. Recite. 3. Injure. 4. Turn. 5. Wish. 6. Study. 

7. Save. 8. Repent. 9. Blush. 10. Inquire. 11. Help. 

Rule 67 — The prior past tense is formed by prefixing had 

before a past participle. (See page .) 

Exercise. 

Direction — Form the prior past tense of the following verbs : 
1. Hope. 2. Embrace. 3. Assemble. 4. Move. 5. Learn. 6. 

Call. 7. Laugh. 8. Joke. 9. Tease. 

Rule 68 — The prior present tense is formed by prefixing 

has, hast, or have before a past participle. 

Exercise. 

Direction — Form the prior present tense of the following 
verbs : 

1. Play. 2. Curse. 3. Spell. 4. Conjugate. 5. Mew. 6. Crow. 
7. Hollow. 8. Jump. 

Rule 69 — The future tense is formed by prefixing shall or 
will to the root of the verb. 

Exercise. 

Direction — Form the future tense of the following verbs : 



Hendrickson s Practical Lessons in English Grammar. 71 

1. Sing. 2. Drink. 3. Run. 4. Swim. 5. Mark. 6. Talk. 
7. Speak. 8. Debate. 9. Defeat. 

Rule 70— The prior future tense is formed by prefixing 
shall have or will have before a past participle. 

Exercise. 

Direction — Form the prior future tense of the following 
verbs: 1. Please. 2. Exhaust. 3. Cross. 4. Sooth. 5. Gather. 
6. Burn. 7. Paint. 8. Play. 9. Bain. 

Rule 71 — (1) Use the present tense in expressing what is 
always true. 

(2) Use the prior present tense in expressing past time reach- 
ing to the present. 

Exercise. 

Direction — Correct the errors in the following exercise : 

Model — The teacher said the world was round. The teacher 
said the world is round. 

1. " Copernicus was the first to teach that the earth moved 
round the sun." 2. The minister said that God was love. 3. The 
lecturer said the earth revolved from west to east. 4. The experi- 
ments proved that water was impenetrable. 5. They are traveling 
for the last three months. 6. Living with her for three years, I 
know her disposition. 7. Beatty is long been known as the manu- 
facturer of organs and pianos. 

Rule 72 — (1) Use the past tense in expressing what is abso- 
lutely past. 

(2) Use the prior past tense in expressing time past before 
some other past event. 

Exercise. 

Direction — Correct the errors in the following sentences : 

Model — A great storm has set in yesterday. A great storm 
set in yesterday. 

1. I have seen Flora last week. 2. Prof. Mann has lectured 
to us yesterday on English grammar. 3. I have seen Mr. McAnelly 
at his home yesterday. 4. I attended school in New York before 
last winter. 5. I delivered lectures here before I went to Europe. 

Rule 73 — Use the prior future tense in expressing an action 



72 Hendriekson's Practical Lessons in English Grammar. 

or state in the future as completed before some other future time 
specified. 

Exercise. 

Direction — Correct the errors in the following sentences : 
Model — I shall go to school before you. I shall have gone 

to school before you go. 

1. I will go to Washington before I reach Albany. 2. I will 

reach my seventeenth year before this book is published. 3. You 

will learn grammar before you finish arithmetic. 4. I shall arrive 

there before you start. 

Person and Number. 

Definitions — (See pages 47 and 49.) 

Remark — The person and the number of the verb is the 
same as the person and number of its subject. 

Exercise I. 

Direction — Tell the person and the number of the verbs in 
the following sentences : 1. God moves in a mysterious way. 

2. Thou seest me. 3. Little women sometimes have great minds. 
4. An honest man is the noblest work. 5. Deer are innocent ani- 
mals. 6. Study diligently to improve your mind. 

Exercise II. 

Direction - Fill the following blanks with verbs and tell 
the person and the number of each : 1. I 2. You 

3. Thou 4. She problems for Annie. 5. They 

in their undertaking. 6. Ye 7. It and the 

air cold. 

Rule 74 — When the verb is varied to denote its person and 
number, the second person, singular number is regularly formed by 
adding st or est to the first person ; and the third person, singular 
number is formed by adding s or es to the first person. 

Exercise III. 

Direction — Form the singular number and the second and 
third persons of the following verbs, and correct the formation of 
the second person, singular number of the latter four : 1. Love. 
2. Dye. 3. Go. 4. Do. 5. See. 6. Eat. 7. Make. 8. Come. 



Hendrickson s Practical Lessons in English Grammar. 73 

9. Cut. 10. Blow. 11. Thou lovedest. 12. Thou walkedest. 13. 
Thou strengthenedest. 14. Thou triedest. 

Remark: 1 — The following verbs are very irregular in the 
formation of their plurals : 

Singular— Is, was, has. 

Plural — Are, were, have. 

Remark 2 —The verb be has am for the first person and is 
for the third person. 

Rule 75 — A verb must agree with its subject in person and 
number. 

Exercise IV. 

Direction — Correct the errors in the following sentences : 

Model— Some boys writes carefully. Some boy* write care- 
fully. 

1. The houses needs painting. 2. Sheep furnishes us with an 
important article of clothing. 3. The three cannon of the enemy 
is roaring. 4. No, says I. 5. We agree, says they. 6. The 
measles is in town. 7. Mathematics is hard to learn. 8. Politics 
concerns all men. 9. The man's headquarters is at New York. 10. 
The victuals is prepared. 11. It is I that is wrong. 12. She is one 
of those cheerful women that always wears a smile. 13. The ab- 
surdity of many of Mohammed's doctrinrs are evident. 14. The 
memoranda that is lost would tell us about that. 

Rule 76— A noun naming a collection of objects, used as 
the subject, requires its verb to be plural when the individuals in 
the eollection are thought of ; but, when the collection as a whole 
is thought of, the verb should be singular. 

Exercise V. 

Direction — Correct the errors in the folio wiug sentences : 
Model — A number was inclined to turn back. A number 
were inclined to turn back. 

1. The multitude were of one mind. 2. The multitude were to 
large to number. 3. The number present were not ascertained. 
4. The public is invited to attend. 5. The assembly was divided 
in their opinion. 6. The committee was unanimous in their de- 
cision. 



74 Hendrickson's Practical Lessons in English Grammar. 

Rule 77 — Two or more subjects of the same verb taken to- 
gether require the verb to be plural unless they are but different 
names for the same person or thing, or when they are equal to but 
one name. 

Exercise VI. 

Direction— Correct the errors in the following sentences : 

Model — Ignorance and cruelty has caused this cruelty. Igno- 
rance and cruelty have caused this cruelty. 

1. America and Europe is three thousand miles distant from 
from each other. 2. Industry and frugality leads to wealth. 3. 
Bread and milk are the best food for children. 4. To spin and to 
weave, to knit and to sew, was once a girl's employment; but now, 
to dress and catch a beau is all she calls enjoyment. 5. To be 
round or square, to be solid or fluid, and to be moved swiftly or 
slowly, is equally alien to thought. 6. That we must learn, that 
we must work, and that we must succeed, is truths which we should 
never doubt. 7. That there is a God, and that he created all 
things, is known truths. 8. The teacher and author were in town 
yesterday. 

Rule 78 — (1) Two or more singular subjects of a verb taken 
separately require the verb to be singular. 

(2) When subjects connected by or or nor are in different num- 
bers the verb should be made plural, and the plural subject or sub- 
jects should be placed nearest to it. 

(3) When verbs taken separately are of different persons the 
verb should be repeated with each if a different form is required. 

Exercise. 

Direction— Correct the errors in the following sentences : 
Model — Every twig and every drop of water teem with life. 
Every twig and every drop of water teems with life. 

1. Not only Virginia, but Massachusetts also, were settled by 
the English. 2. Energy, and nothing but energy, will insure suc- 
cess. 3. Benton, and Gen. Jackson also, were a native of North 
Carolina. 4. Delia, if not Ella, were present. 5. Washington, as 
well as Jackson, were a brave man. 6. Not only I, but you also, 
was to blame. 7. Either you or your brother has informed me 



Hendrickson's Practical Lessons in English Grammar. 75 

wrong. 8. Neither the men nor the boy was present. 9. Either 
the President and his cabinet or the queen has made a great 
mistake. 

Verbs which have no subjects are distinguished as the infini- 
tive and the participle. 

XXVI. THE INFINITIVE. 
Definition — The infinitive is a verb which names the action 
or being without asserting it of anything ; and it is generally the 
object of the preposition to. 

Exercise. 

Direction — Tell the infinitives in the following sentences : 
1. I want you to go to town. 2. I will try to write. 3. I came 
here to talk. 4. I shall wait for him to get ready. 5. We have 
work for him to do. 6. I thought it strange for him to have failed. 
7. Are you going to recite your lesson in geometry ? 

The present tense of the infinitive is the simplest form in which 
the infinitive is found and it always has to placed before except af- 
ter certain verbs named in Kule 84. 

Rule 79 — The prior present tense of the infinitive is formed 
by placing to have before a past participle. 

Exercise. 

Direction — Form the prior present tense of the infinitive 
from the following verbs : 

1. Use. 2. Yoke. 3. Practice. 4. Owe. 5. Eeject. 6. Touch. 
7. Qualify. 8. Neglect. 9. Purchase. 

Rule 80 — (1) Use the present infinitive to express an ac- 
tion or state not completed at the time denoted by the principal 
verb. (2) Use the prior present infinitive to express an action or 
state completed. 

Exercise. 

Direction — Correct the errors in the following senteuces : 
Model— He expected to have returned to-morrow. He ex- 
pected to return to-morrow. 

1. The Norwegians are thought to cross the Atlantic before 



76 Hendricksons Practical Lessons in English Grammar. 

Columbus. 2. Before this time to-morrow we ought to have re- 
ceived a letter. 3. Did you expect to have accomplish what no 
one else has ever done before ? 4. I expect to have graduated next 
year. 5. He is reported to study before he entered school. 

Rule 81 — The preposition for must not immediately precede 
the infinitive. 

Exercise. 

Direction — Correct the errors in the following sentences: 

Model — He is trying for to succeed. He is trying to succeed. 

1. Never be benevolent for to be seen of men. 2. We all love 
for to be praised. 3. Always strive for to please yourself. 4. Ever 
try for to get an education. 

Rule 82— The conjunction and should not take the place 
of to before the infinitive. 

Exercise. 

Direction — Correct the errors in the following sentences: 

Model — Try and write when you get home. Try to write 
when you get home. 

1. Try and do as well as possible this evening 2. Endeavor 
and do your best in writing this exercise. 3. Try and send the 
book by John. 4. Endeavor and remain where you are for a year 
longer. 

Rule 83 — An adverb must not be placed between to, when 
it is used before the infinitive, and the infinitive. 

Exercise. 

Direction — Correct the errors in the following sentences : 

Model— To energetically perform my labors requires effort. 
Energetically to perform my labors requires effort. 

1. It is the duty of the minister to sternly rebuke sin wherever 
he may find it. 2. The grammarian is not to create rules but to 
patiently deduce them from the writings of standard authors. 3. 
I seem to distinctly behold the whole scene. 4. I shall endeavor 
to strenuously contend for the right. 5. He tries to carelessly per- 
form his exercise. 

Rule 84 — To should be omitted only after the active verbs 



Hendrickson's Practical Lessons in English Grammar. 77 

hear, make, bid (meaning order), feel (when transitive and used 
literally), see (when transitive), and after let, whether active or 
passive. 

Exercise. 

Direction - Correct the errors in the following sentences : 
Model — Christ made the lame to walk and the blind to see. 
Christ made the lame walk and the blind see. 

1. The teacher bade John to come in the house 2. I feel the 
pain to dart from one finger to another. 3. A few words were let 
to slip that made me to apprehend danger. 4. Do you feel that it 
would be right to leave when you were bidden remain? 5. You 
can hear the volcanoes to rumble as if cannon were booming in 
the distance. 6. Please solve this question for me. 7. Help us 
pay for this enterprise. 

XXVII. THE PARTICIPLE. 
Definition — A participle is a verb that in addition to its 
uses as a verb perfoms the office of an adjective. 

Exercise. 

Direction — Tell the participles in the following sentences : 
1. John has played ball. 2. By writing frequently and correcting 
what we have written we learn to write. 3. Having been con- 
demned to death Socrates refused to save his life by secretly 
escaping. 4. Has he written a letter? 5. Do what is right, leav- 
ing the consequences to take care of themselves. 

Rule 86— The present tense of the participle is formed by 
annexing ing to the root of the verb. 

Exercise. 

Direction — Form the present participle of the following 
verbs: 1. Kead. 2. Go. 3. Lay. 4. Write. 5. Fly. 6. Grind. 
7. Grow. 8. Hurt, 9. Kneel. 10. Dig. 11. Do. 12. Be. 

Rule 87 — The past tense of the participle is formed by 
adding ed to the root of the verb. 

Exercise. 

Direction — Form the past participle of the following verbs : 



78 Hendrickson's Practical Lessons in English Grammar. 

1. Eespect. 2. Realize. 3. Turn. 4. Plow. 5. Save. 6. Aid. 
7. Walk. 8. Recite. 9. Laugh. 

Rule 88 — The prior present tense of the participle is formed 
by placing having before a past participle. 

Exercise. 

Direction — Form the prior present participle of the follow- 
ing verbs : 1. Wheel. 2. Part. 3. Scold. 4. Wound. 5. Astonish. 
6. Concern. 7. Apologize. 8. Study. 

Rule 89 — The, this, that, a, an, placed before a participle 
as its modifier converts the participle into a noun, and the preposi- 
tion .of must be introduced if an object follows. 

Exercise. 

Direction — Correct the errors in the following sentences: 

Model — True happiness results from the doing one's duty. 
True happiness results from the doing of one's duty. 

1. The studying arithmetic is very pleasant. 2. This mere 
reading books cannot educate a man. 3. There is no charity in 
the giving money to drunkards. 4. Parsing is the resolving a sen- 
tence into its different parts of speech. 5. And his whole life was a 
doing the will of his father. 

Rule 90 — Verbs of preventing should govern a noun or a 
pronoun in the objective case, and if a participle follow, it should 
be governed by the preposition from. 

Exercise. 

Direction — Correct the errors in the following sentences : 

Model — Add two ounces of sugar to prevent its being in- 
sipid. Add two ounces of sugar to prevent it from being insipid. 

1. N'othing will prevent his being a student. 2. Does the pres- 
ent accident hinder your being honest and brave? 3. Nothing but 
determination can pievent its always taking place. 4. This did not 
prevent John's being discouraged. 5. The infirmities of age pre- 
vented his bearing his part of official duty. 

Rule 91 — Do not use a participle when its use is attended 
with awkwardness or obscurity. 



Hendriekson's Practical Lessons in English Grammar. 



79 



Exercise. 

Direction— Correct the errors in the following sentences: 

Model — They refuse accepting the offered mercy. They re- 
fuse to accept the offered mercy. 

I. A man's utterly neglecting the laws of health must sooner 
or later bring on disease. 2. We shall hereafter forbear endeavor- 
ing to conciliate them. 3. I remember its being considered quite 
a voyage to ascend the Hudson to Albany. 4. They refuse reciting 
their prayers. 

List — The following verbs do not form their past tense and 



past participle regu 


larly : thos 


;e marked 


" r " have also regular 


form : 












Present. 


Past. 


Past Part, 


Present. 


Past. 


Past Part. 


Abide, 


abode, 


abode. 


am, 


was, 


been. 


arise, 


arose, 


arisen. 


awake, 


awoke, r 


awake, r. 


Bear, 


bare, bore. 


, born. 


bear, 


bore, bare 


, borne. 


beat, 


beat, 


beat. 


begin, 


began, 


begun. 


behold, 


beheld, 


beheld . 


belay, 


belaid, r 


belaid, r. 


bend, 


bent, r 


bent, r. 


bereave, 


bereft, r 


bereft, r. 


beset, 


beset, 


beset. 


beseech, 


besought, 


besought. 


bet, 


bet, 


bet. 


bid, 


bade, bid : 


bidden. 


bind, 


bound, 


bound. 


bite, 


bit, 


bitten, bit. 


bleed, 


bled, 


bled. 


bless, 


blest, 


blessed. 


blow, 


blew, r 


blown, r. 


brake, 


broke, 


broken. 


breed, 


bred, 


bred. 


bring, 


brought, 


brought. 


build, 


built, 


built. 


burn, 


burnt, r 


burned, r. 


burst, 


burst, r 


burst, r. 


buy, 


bought, 


bought. 


Cast, 


cast, 


cast. 


catch, 


caught, 


caught. 


chide, 


chid, 


chidden. 


choose* 


chose, 


chosen. 


cleave, 


clove, cleft, cloven. 


cleave, 


cleaved, 


cleaved. 


cling, 


clung, 


clung. 


clothe, 


clad, r 


clad, r. 


come, 


came, 


come. 


cost, 


cost, 


cost. 


creep, 


crept, r 


crept, r. 


crow, 


crew, 


crowed. 


curse, 


cursed, 


cursed. 


cut, 


cut, 


cut. 


Dare, 


dared, 


dared. 


deal, 


dealt, 


dealt. 


dig, 


dug, 


dug. 


dive, 


dove, 


diven. 



80 



Hendrickson's Practical Lessons in English Grammar. 



Present. 


Past. 


Past Part. 


Present. 


Past. 


Past Part. 


do, 


did, 


done. 


draw, 


drew, 


drawn. 


dream, 


dreamed, 


r drest, r 


drink, 


drank, 


drunk. 


drive, 


drove, 


driven. 


dwell, 


dwelt, 


dwelt. 


Eat, 


ate, 


eaten. 








Fall, 


fell, 


fallen. 


feed, 


fed, 


fed. 


feel, 


felt, 


felt. 


fight, 


fought, 


fought. 


find, 


found, 


found. 


flee, 


fled, 


fled. 


fling, 


flung, 


flung. 


%, 


flew, 


flown. 


forbear, 


forebore, 


forborne. 


forget. 


forgot, 


forgotten. 


forsake, 


forsook, 


forsaken. 


freeze, 


froze, 


frozen. 


Get, 


got, 


gotten. 


gild, 


gilt, r 


gilt, r. 


girt, 


gird, r 


gird, r. 


give, 


gave, 


given. 


go, 


went, 


gone. 


grave, 


graved, 


graven. 


grind, 


ground, 


ground. 


grow, 


grew, 


grown. 


Hang, 


-hanged, 


hung. 


have, 


had, 


had. 


hear, 


heard, 


heard. 


heave, 


heaved, 


heaved. 


hew, 


hewed, 


hewn. 


hide, 


hid, 


hidden,hid 


hit, 


hit, 


hit. 


hold, 


held, 


held. 


hurt, 


hurt, 


hurt. 








Keep, 


kept, 


kept. 


kneel, 


knelt, 


kneeled. 


knit, 


knitted, 


knit,kitted.know, 


knew, 


known. 


Lade, 


laded, 


laden. 


lay, 


laid, 


layed. 


lead, 


led, 


led. 


lean, 


leaned, 


leant. 


leap. 


leaped, 


leaped. 


learned, 


learned, 


learnt. 


leave, 


left, 


left. 


lend, 


lent, 


lent. 


let, 


let, 


let. 


lie, 


lay, 


lain. 


light, 


lighted,lit 


;, lighted,lit 


. lose, 


lost, 


lost. 


Make, 


made, 


made. 


mean, 


meant, 


meant. 


meet, 


met, 


met. 


mow, 


mowed, 


mown. 


Out do, 


out did, 


out done. 








Pass, 


passed, past,past. 


pay, 


paid, 


paid. 


pen, 


penned, 


penned. 


plead, 


pleaded, 


pled. 


prove, 


proved, 


proven. 


put, 


put, 


put. 


Quit, 


quitted, 


quitted. 








Kap, 


rapped, 


rapt, 


read, 


read, 


read, 



Hendrickson's Practical Lessons in English Grammar. 



81 



Present. 


Past. 


Past Part. 


Present. 


Past. 


^ ,st Part. 


rend, 


rent, 


rent. 


rid, 


rid, 


rid. 


ride, 


rode. 


ridden. 


ring, 


rang,rung, rang,rung. 


rise, 


rose, 


risen. 


rive, 


rived, 


riven. 


roast, 


roasted, 


roasted. 


rot, 


rotted, 


rotten. 


run, 


ran, run, 


run, 








Saw, 


sawed, 


sawn. 


say, 


said, 


said. 


see, 


saw, 


seen. 


seek, 


sought, 


sought. 


sell, 


sold, 


sold. 


send, 


sent, 


sent. 


set, 


set, 


set. 


shake, 


shook, 


shaken. 


shape, 


shaped, 


shapen. 


shave, 


shaved, 


shaven. 


shear, 


sheared, 


shorn. 


shed, 


shed, 


shed. 


shine, 


shined, 


shone. 


show, 


showed, 


shown. 


shoe, 


shod, 


shod. 








shoot, 


shot, 


shot. 


shred, 


shred, 


shred. 


shrink, 


shrunk, 


shrunk. 


shut, 


shut, 


shut. 


sing, 


sung, sang 


, sung. 


sink, 


sunk, sank, sunk. 


sit, 


sat, 


sat. 


slay, 


slew, 


slain. 


sleep, 


slept, 


slept. 


slide, 


slid, 


slidden. 


sling, 


slung, 


slung. 


slink, 


slunk, 


slunk. 


slit, 


slitted, slit. 


, slitted, slit, smell, 


smelled, 


smelled. 


smite, 


smote, 


smitten. 


sow, 


sowed, 


sown. 


speak, 


spoke,spake,spoken. 


speed, 


sped, 


sped. 


spell, 


spelled, 


spelt. 


spend, 


spent, 


spent. 


spill, 


spilled, 


spilt. 


spin, 


spun, 


spun. 


split, 


split, 


split. 


spit, 


spit, 


spit. 


spoil, 


spoiled, 


spoilt. 


spread, 


spread, 


spread. 


spring, 


sprang, 


sprung. 


stand, 


stood, 


stood. 


stave, 


staved, 


stove. 


stay, 


staid, 


staid. 


steal, 


stole, 


stolen. 


stick, 


stuck, 


stuck. 


sting, 


stung, 


stung. 


stink, 


stunk, 


stunk. 


stride, 


strode, 


stridden. 


strike, 


struck, 


stricken. 


string, 


stringed, 


strung. 


strive, 


strove, 


striven. 


strow, 


strowed, 


strown. 


swear, 


swore, 


sworn. 


sweat, 


sweat, 


sweat. 


sweep, 


swept, 


swept. 


swell, 


swelled, 


swollen. 


swim, 


swam, 


swum. 


swing, 


swung, 


swung. 









82 



Hendrickson s Practical Lessons in English Grammar. 



Present. 


Past 


Past Part, Present. 


Past. 


Past Part. 


Tak. e , 


took, 


taken. teach, 


taught, 


taught. 


tea^ 


tore, 


torn. tell, 


told, 


told. 


think, 


thought, 


thought. thrive, 


thrived, 


thriven. 


tl:irew, 


throwed, 


thrown. thrust, 


thrust, 


thrust. 


tread, 


trod, 


trodden,trod. 






Wake, 


waked, 


woke. wax, 


waxed, 


waxen. 


wear, 


wore, 


worn. weave, 


wove, 


weaven. 


wed, 


wedded, 


wed. weep, 


wept, 


wept. 


wet, 


wetted, wet, wetted, wet. whet, 


whetted, 


whet. 


win, 


won, 


won. wind, 


wound, 


wound. 


worked, 


worked, 


wrought. wring, 


wrung, 


wrung. 


write, 


wrote, 


written, writ. 






Rule 92 — (1) Be careful to give every verb its 


proper form. 


(2) Do nol 


t use the expressions hadn't ought, 


or had ou§ 


;ht ; also, im- 


proper contractions of the verb should be avoided. 








Exercise. 







Direction — Correct the errors in the following sentences : 

Model — I done it myself. I did it myself. 

1. Do what he has bade you do. 2. Her tongue cleft to the 
roof of her mouth. 3. He dumb a tree. 4. We have came here 
for a special purpose. 5. John come here yesterday. 6. Who 
done that? 7. What has he did ? 8. You driv your horse too fast. 
9. He may have went to Texas. 10. We heared him laugh. 11. I 
laid down and took a nap. 12. I seen him on the street yesterday. 
13. I have saw men do that before. 14. She spinned all day. 15. 
She has wrote me a letter. 16. Has he swore to it? 17. You might 
have chose something better. 18. I have wore that hat. 19. He 
has took his son to the city. 20. Mr. Hodges teached school here. 
21. My book has been tore. 22. Have you shook the bottle? 23. 
The boys fit each other. 24. I have eat my breakfast, 25. Hadn't 
you better be going to school ? 26. I did not know that I hadn't 
ought to go. 27. I ain't much cold. 28 He had ought to study 
grammar. 29. I had as lief to go as to stay. 30. You hadn't 
ought to attend play parties. 31. They dealed gently with the boy. 



Hendrickson's Practical Lessons in English Grammar. 



83 



XXVIII. CONJUGATION OF VERBS. 
Remark — The verbs may, can, must, need, might, could, 
and would are auxiliary verbs denoting permission, possibility, 
ability, desire, necessity, etc. In the conjugation (by conjugation 
is meant the carrying of a verb through its tenses, persons, and 
numbers) given below will be found their various forms: 

The Verb Be. 



Singular. 

g f 1 I am, 
£ < 2. Thou art, 
$ 1 3. He is. 

Plural. 

| ( 1. We are, 
£ \ 2. You are, 
$ 1 3. They are. 



PRESENT TENSE. 

Singular. 

1. I may, can, must, or need be, 

2. Thou may st, canst, must, or needst be, 

3. He may, can, must, or need be. 

Plural. 

1. We may, can, must, or need be, 

2. You may, can, must, or need be, 

3. They may, can, must, or need be. 

PRIOR PRESENT TENSE. 



fi- 
ts i 2. 

£ 13. 

I 



Singular, Singular. 

I have been, 1. I may, can, must, or need have been, 

Thou hast been, 2. Thou mightst, couldst, must, or needst 

have been, 
He has been. 3. He might, could, must, or need have 

been. 

Plural. Plural. 

We have been, 1. We may, can, must, or need have been, 

You have been, 2. You may, can, must, or need have been, 

They have been. 3. They may, can, must, or need have been. 

PAST TENSE. 

Singular. 

1. I might, could, would, or should be, 

2. Thou mightst. couldst,wouldst,or shouldstbe, 

3. He might, could, would, or should be. 

Plural, 

1. We might, could, would, or should be, 

2. You might, could, would, or should be, 

3. They might, could, would, or should be. 



Singular. 
| (1. 1 was, 

£ ■{ 2. Thou wast, 
$ (3. He was. 

-" f 

41 



Plural, 
' 1 . W T e were, 
2. You were, 
fij 1 3. They were. 



84 Hendrickson's Practical Lessons in English Grammar. 

PRIOR PAST TENSE. 

Singular. Singular. 

1. I had been, 1. I might, could, would, or should have 
been, 

2. Thou hadst been, 2. Thou mightst, couldst, wouldst, or 
shouldst have been, 

3. He had been. 3. He might, could, would, or should 
have been 

Plural, Plural. 

1. We had been, 1. We might, could, would, or should 
have been, 

2. You had been, 2. You might, could, would, or should 
have been, 

3. They had been. 3. They might, could, would, or should 
have been. 



FUTURE TENSE. 

Singular. Plural. 

g ( 1. I shall or will be, 1. We shall or will be, 

, Thou shalt or wilt be, 2. You shall or will be„ 

He shall or will be. 3. They shall or will be. 



2 -{ 2. ' 



PRIOR FUTURE TENSE. 

Singular. Plural. 

g f 1 I shall or will have been, 1. We shall or will have been, 
Thou shalt or wilt have been, 2. You shall or will have been, 
He shall or will have been, 3. They shall or will have been. 

Infinitives. 

Present Be, or to be. 

Prior present To have been. 

Participles. 

Present Being. 

Past . . Been. 

Prior present Having been. 

Thj Verb "Rule." 

Remark — In the first column the active verb rule is conju- 
gated. In the second column will be found a conjugation of the 
passive verb rule : 



Hendrickson's Practical Lessons in English Grammar. 



85 





PRESENT TENSE. 


a 

§ - 

PL, 


Singular. Singular, 
f 1. I rule, 1. I am ruled, 

2. Thou rulest, 2. Thou art ruled, 
( 3. He rules. 3. He is ruled. 




Plural. Plural. 
f 1. We rule, 1. We are ruled, 
J 2. You rule, 2 You are ruled, 
[ 3. They rule. 3. They are ruled. 




PRIOR PRESENT TENSE. 


1 - 


Singular. Singular. 
r 1. I have ruled, 1. I have been ruled, 

2. Thou hast ruled, 2. Thou hast been ruled, 
( 3. He has ruled. 3. He has been ruled. 




Plural. Plural. 



1. We have ruled, 

2. You have ruled, 
p; 1 3. They have ruled, 



Singular. 
fl. I ruled, 

Thou ruledest, 
He ruled. 

Plural. 
fl. We ruled, 
, You ruled, 
, They ruled. 



E\ 2. ' 

§ f 1 - 

2 4 2." 



1. We have been ruled, 

2. You have been ruled, 

3. They have been ruled. _ 

PAST TENSE. 

Singular. 

1. I was ruled, 

2. Thou wast, or wert, ruled, 

3. He was ruled. 

Plural. 

1. We were ruled, 

2. You were ruled, 

3. They were ruled. 

PRIOR PAST TENSE. 



§ fl 
§ f 1 

§ fl 

2 4 2 



Singular. 
I had ruled, 
Thou hadst ruled, 
He had ruled. 
Plural. 

We had ruled, 
You had ruled, 
They had ruled. 



Singular. 

1. I had been ruled, 

2. Thou hadst been ruled, 

3. He had been ruled. 

Plural. 

1. We had been ruled, 

2. You had been ruled, 

3. They had been ruled. 



FUTURE TENSE. 



Singular. 

I shall or will rule, 
Thou shalt or wilt rule, 
He shall or will rule. 



Singular. 

1. I shall or will be ruled, 

2. Thou shalt or wilt be ruled, 

3. He shall or will be ruled. 



86 Hendrickson s Practical Lessons in English Grammar. 



Plural. Plural. 

1. We shall or will rule, 1 . We shall or will be ruled, 

You shall or will rule, 2. You shall or will be ruled, 

They shall or will rule. 3. They shall or will be ruled. 



g fl. 
PL, 13. 



PRIOR FUTURE TENSE. 

Singular. Singular. 

f 1. I shall or will have 1. I shall or will have been ruled, 
3* | ruled, 

g j 2. Thou shaltorwilt have 2. Thou shalt or wilt have been 
8 "j ruled, ruled, 

" | 3. He shall or will have 3. He shall or will have been 

t ruled. ruled. 

Plural. Plural. 

1. We shall or will have 1. We shall or will have been 
ruled, ruled, 

2. You shall or will have 2. You shall or will have been 
ruled, ruled, 

3. They shall or will have 3. They shall or will have been 
ruled. ruled. 

Infinitives. 

PRESENT TENSE. 

Rule, or, to rule To be ruled. 

PAST TENSE. 

To have ruled To have been ruled. 

Participles. 

PRESENT TENSE. 

Ruling Being ruled. 

PAST TENSE. 

Ruled Ruled. 

PRIOR PRESENT TENSE. 

Having ruled Having been ruled. 

XXIX. PROMISCUOUS EXAMPLES. 

Direction — Correct the erroneous sentences, and tell which 
are correct, in the following exercise : 

1. Great labor and study are required to form a scholar. 2. 
He commanded the horse to be saddled. 3. Informing of sentences 
he was very exact. 4. The art of dressing of hides and working 



Hendrickson s Practical Lessons in English Grammar. 87 

leather was practised. 5. Transitive verbs do not admit of prepo- 
sitions after them. 6. John was laughed at. 7. "William was 
given a hundred do'lars to test his economy. 8. Silas has been 
given a severe reprimand by his teacher. 9. A French officer on 
visiting the mother of Washington said : "No wonder America has 
had such a leader, since he had such a mother." 10. And when its 
yellow lustres smiled o'er mountains yet untrod. 11. His honor 
was soon lost sight of. 12. The cat has been played with. 13. A 
man bought a cow for fifteen dollars ; after keeping it three months 
at an expense of five dollars a month, he sells her for forty dollars ; 
what per cent, does he gain? 14 The custom has been formerly 
quite popular. 15. I will drown nobody shall help me. 16. 
Neither beauty nor talent is without its charm. 17. Civility is the 
result of good nature and good sense. 18. Where was you born? 
In New York. 19. The measles are contagious. 20. There are a 
great difference in the disposition of people. 21. There was many 
fires last year. 22. The congregation was of one mind. 23. The 
number present were not over fifty. 24. Ignorance and supersti- 
tion is to be shunned. 25. You or I am wrong. 26. He is reported 
to be in good health before he entered co.Iege. 27. I expect to 
have learned grammar before this term of school closes. 28. There 
is nothing impossible to industry. 29. He is trying for to excel. 
30. Try and correct this sentence. 31. It is the duty of every man 
to boldly oppose sin. 32. I have not dined nor do I intend to. 
33. He need not to conceal himself. 34. We ought not complain 
of our lot. 35. He hain't the boy. 36. You had ought to study 
harder. 

XXX. PARSING-. 

The following are the models for parsing verbs : 

First Model — John looks well. " Looks " is a verb ; intran- 
sitive ; present tense; third person; singu ! ar number. 

Second Model — You have called him. " Have called " is a 
verb ; transitive ; prior present tense ; second person ; plural num- 
ber. 

Third Model — She can play. " Can play " is a verb ; intran- 
sitive ; present tense ; third person ; singular number. 



Hendrickson s Practical Lessons in English Grammar. 



Fourth Model — I love to sing. "Sing" is a verb; infini- 
tive ; present tense. 

Fifth Model — Scaling yonder peak, I saw an eagle. 
" Scaling " is a verb ; transitive ; participle ; present tense. " Saw " 
is a verb ; transitive ; past tense ; first person ; singular number. 

Exercise. 

Direction — Parse the verbs in the following sentences : 
1. Those who win may laugh. 2. Gunpowder may have been 
known to the Chinese centuries ago. 3. Would to heaven that all 
men were honest ! 4. If I were asked where nature assumes her 
strangest forms I should say in Australia. 5. Plough deep, while 
others sleep. 6. What right has he to insult her, if she was a beg- 
gar ? 7. Men need not perish. 8. Hoping for the best, yet fearing 
the worst, he wrote the letter. 9. Thou hast broken my heart* 10. 
Arthur recites very well. 11. Bayonets are so called from having 
been invented by Bayonne, in France. 12. We can learn much 
by simply observing and remembering what we see. 13. The king 
was concealed in a tree. 14. Eeproach did not spare Braddock 
even in his grave. 15. Whatever changes be rung upon bells they 
ought to be chimes. 16. The retreat of the Greeks was conducted 
skillfully. 17. She went splash, splash right through the mud. 

XXXI. WRITTEN PARSING. 

First Model. 



SENTENCE. 



CLASS. 



SUB-DIVISION. 



MODIFICATIONS 



He 

was 

heard 

to 

say 

thou 

lovest 



Pronoun. Personal 



| Verb. 
Preposition. 



Mas. gen., third person, sing, 
number, nom. case. 

Intransitive. Past tense > ^ing. number, third 
person. 



Verb. 
Pronoun. 

Verb. 

Pronoun. 



{Transitive. 
Infinitive. 
Personal. 

Transitive. 

Personal. 



Present tense. 

Sing, number, second person, 

nom. case. 
Present tense, sing, number, 

second person. 
First person, sing, number, 

objective case. 



Hendrickson's Practical Lessons m English Grammar. 



Second Model, 

stdtf, { Verb {Ktic^r-^P^ tense. 

he Pronoun. Personal. Third person, sing, number, 

mas. gender, nom. case, 
recited. Verb. Intransitive. Past tense, third person, sing. 

number. 

Exercise. 

Direction — Parse the words in the following sentences as 
directed by models given above : 

1. We should forgive our enemies. 2. He could have saved 
himself if he had known his danger. 3. I am, dear sir, your af- 
fectionate friend. 4. Having been thrown into the sea Jonah was 
swallowed by a great fish. 5. Had King Richard have been a lion 
he could not have been braver. 6. God be gracious to thee, my 
son. 

XXXII. THE ADJECTIVE. 

Uses — Adjectives are used: (1) To modify nouns, pronouns, 
phrases, and sentences. (2) To modify the complex idea expressed 
by a noun, or a pronoun and another adjective. (3) Without ref- 
erence to any particular subject. 

Rule 93 — (1) A should be used before words commencing 
with a consonant sound ; and an before words commencing with a 
vowel sound. (2) Use the when a reference is made to a particu- 
lar object ; use a or an when referring to objects in a general way. 

Exercise I. 

Direction — Correct the errors in the following sentences : 

Model. — I never saw such an one. I never saw such a one. 

1. Bring me a ax, 2. He told us a old tale. 3. Print me an 
hundred books. 4. Arthur wrote a historical account of America. 
5. An eagle is the emblem of America. 6. She is entitled to the 
third of her husband's property. 7. Few flowers are as beautiful 
as a rose. 

Rule 94 — (1) A, an or the should not be used to limit nouns 
used in their widest sense, or those used as the names of qualities, 



90 Hendrickson s Practical Lessons in English Grammar. 

passions, etc. Neither should they be used to limit the names of 
sciences or words used merely as names or titles. (2) A, an or the 
when used with nouns specifically distinct must be repeated with 
each. (3) When several nouns are used in the same construction 
some requiring and others not requiring the use of a, an. or the we 
should place those not requiring their use first, and those requiring 
their use last. 

Exercise II. 

Direction — Correct the errors in the following sentences : 

Model — Neither the war nor famine is pleasant. Neither war 
nor famine is pleasant. 

1. The law is just but it is severe in the particular cases. 2. 
Use the term adjective when a reference is made to a, an or the. 
3. Arthur was then saluted as a president. 4. The north and south 
lines run parallel. 5. The dog has a black and white spot on his 
head. 6. There is a black and a blue spot where I bruised my arm. 
7. There is a red, a white, and a blue flag on the corner. 8. The 
law and politics engaged his time. 9. The classics and mathematics 
are excellent to discipline the mind. 10. It is the kindness, as 
much as wisdom of the teacher we admire. 

Rule 95 — In making comparisons, when we refer to one 
person or thing viewed in different characters or capacities, the an 
or a is used before the first only; if we refer to two or more per- 
sons and things we repeat the an or a before each. 

Exercise III. 

Direction — Correct the errors in the following sentences : 

Model — The man makes a better laborer than boy. The man 
makes a better laborer than the boy. 1. The boy makes a better 
reader than girl. 2 The man makes a better teacher than a lec- 
turer. 3. Many a boy that goes to college would make a better 
carpenter than a scholar. 4. We learn the German more easily 
than Latin. 

Rule 06 — An adjective must not take the adverbial form. 

Remark — There is generally distinct forms for adjectives 
and adverbs ; thus, agreeable, easier, uncommon, etc., are adjectives 
while agreeably, soon, now, uncommonly, etc., are adverbs. 



Hendrickson s Practical Lessons in English Grammar. 91 

Exercise IV. 

Direction — Correct the errors in the following sentences : 

Model — The house was painted greenly. The house was 
painted "green. 

1. I feel sadly. 2. William looks badly. 3. It appears 
strangely to me. 4. John looks meanly. 5. Those seats are paint- 
ed brownly. 6. LuEska looks beautifully. 7. The wagon was 
painted redly. 8. My head pains me very much and feels largely. 
9. I heard the now governor make a speech on intemperance. 10. 
I will not relate the incidents of my heretofore life. 

Rule 97 — (1) When several adjectives are joined to a noun, 
referring to it in the same way, they are generally arranged accord- 
ing to their length, the shortest being placed first, connected by a 
conjunction. (2) When one adjective belonging to a noun is modi- 
lied by another adjective the adjective should be so arranged that 
each may modify the complex idea expressed by the noun and ad- 
jective. The adjective, in such cases, must not be joined by a con- 
junction. (3) The adjectives denoting material stand nearest the 
noun, then those denoting color, then age, then ordinary qualities. 

Exercise V. 

Direction — Correct the errors in the following sentences : 
Model — An obliging, faithful, and smart servant, is a rarity. 
A smart, faithful, and obliging servant, is a rarity. 

1. We all wish for a penetrating, liberal, and strong mind. 2. 
I found her to be an intelligent, beautiful, and young lady. 3. We 
saw a collection of singular copper old coins. 4. Here is a white 
fragrant rose. 5. We saw a lot of rusty, iron old bars. 6. It was 
a soft blue sky. 7. The cook said he had a fried dish of bacon. 
8. VVe bought a salt barrel of pork. 9. The teacher has a silver, 
old large watch. 10. They have presented a new, black handsome 
cloth coat to the minister. 

XXXIII. PROPERTIES OF THE ADJECTIVE. 

Principle — Some adjectives have the properties of number 
and comparison. 



92 flendrickson's Practical Lessons in English Grammar. 

Number. 

Definition — See page 49. 

Remark — Comparison is also a modification of adverbs. It, 
is fully explained on page 94. 

The following adjectives are always singular: each, every, 
either, neither, that, this, one, a, an. 

The following adjectives are always plural : both, divers, few, 
fewer, fewest, many, several, sundry, these, those, and all the nu- 
merals except one. 

Rule 98 — An adjective (when it possesses the property of 
number) must agree with the noun it modifies in number. 

Exercise. 

Direction — Correct the errors in the following sentences : 
Model — We like those sort of people. We like this sort of 
people. 

1. Put that ashes in the barrel. 2. None of those kind of per- 
sons will be admitted. 3. The water is ten foot deep. 4. William 
exchanged two pair of rabbits for ten dozen of eggs. 5. But it 
seems that this literati had been ill rewarded for their ingenious 
labors. 6. He thought these kind of excesses indicative of great- 
ness. 7. Three foot and five inches is his height. 8. I kept a 
memoranda of our work. 

XXXIV. THE ADVERB. 

Uses — Adverbs are used: (1) To modify verbs, adjectives 
and adverbs. (2) To modify phrases. (3) Independently in a 
sentence. (4) To connect two separate sentences. 

Rule 99 (1) In expressing negation but one negative 

word is required. (2) The adverb no should not take the place of 
not. 

Exercise I. 

Direction — Correct the errors in the following sentences : 
Model — I do not do nothing. I do nothing. 
1. He did not say nothing to me about the matter. 2. He 
don't care for nobody. 3. I do not think nothing about it. 4. I 
ain't read nothing in six weeks. 5. Let no one at no time speak 



Hendrickson's Practical Lessons in English Grammar. 93 

ill of your mother unrebuked. 6. I do not know whether he will 
come or no. 7. Did he speak to her or no? 8. I have not decided 
whether I shall remain or no. 

Rule 100 — (1) An adverb expressing negation should be 
applied to the proper word — next to the word it modifies. (2) 
Adverbs should stand next the words they modify. They general- 
ly precede adverbs and adjectives and stand immediately after the 
first word in the predicate. 

Remark — There are numerous exceptions to the second 
part of the above rule ; care should be taken that the adverb is 
made to modify the right word. 

Exercise II. 

Direction — Correct the errors in the following sentences : 

Model — I do not think I can tell. I think I can not tell. 

1. I do not think that I shall abandon teaching. 2. Califor- 
nia not only produces gold but quicksilver also. 3. They twice give 
that give quickly give. 4 Trust the wicked not. 5. The English 
mostly belong to the church of England. 6. Think of Balboa now 
as the broad Pacific was before him. 7. If education only refined 
the manners we might do without it. 8. Some only work for pleas- 
ure. 

Rule 101 — An adjective should not be used in the place of 
an adverb. 

Exercise III. 

Direction — Correct the errors in the following sentences : 

Model — A great many people will go. Very many people 
will go. 

1. This is uncommon warm weather. 2. I have not seen such 
a good boy. 3. I do not hear good since my sickness. 4. His fin- 
ger pains him bad. 

Rule 102 — (1) How or how that should not take the place 
of the conjunction that. (2) How should not be used for lest or 
that not. 

Exercise IV. 

Direction — Correct the errors in the following sentences : 



94 Hendrickson's Practical Lessons in English Grammar. 

Model — We thus see how we are made to answer for our sins. 
We thus see that we are made to answer for our sins. 

1. He said how he would teach. 2. The people heard how 
that the army had surrendered. 3. Take care how you associate 
with the wicked. 4. The preceding sentence shows how that how 
may be used for lest. 5. I heard him say how he would go and I 
told him how that I was going. 

Rule 103 — The adverb when, while, or where is not fit to 
follow the verb is in a definition or a sentence taken substantively. 

Exercise V. 

Direction — Correct the errors in the following sentences : 
Model — Irony is when one means contrary to what he says. 
Irony is a figure in which one means contrary to what he says. 

1. Emphasis is when a stress of voice is thrown on a word or 
words in a sentence. 2. Hyperbole is where a thing is magnified 
above truth. 3. A diphthong is where both the vowels are sounded 
together. 4. Eternity is when time is unmeasured. 

XXXV. PROPERTIES OP ADJECTIVES AND 
ADVERBS. 
Principle — To most adjectives and adverbs belong the prop- 
erty of comparison. 

Comparison. 

Definition — Comparison is the property of adjectives and 
adverbs which expresses different degrees of quality or quantity. 

Principle — Adjectives and adverbs have three degrees of 
comparison : the positive, the comparative, and the superlative. 

Definition— The positive degree is that which is expressed 
by the adjective or adverb in its simplest form. 

Definition — The comparative degree is that which expresses 
an increase or a decrease of quality or quantity when contrasted 
with something else. 

Definition — The superlative degree is that which expresses 
the greatest increase or decrease of quality or quantity of all in- 
cluded with it. 



Hendricksons Practical Lessons in English Grammar. 95 

Exercise I. 

Direction — Tell the degree of comparison of the following 
adjectives and adverbs : 

1. I have a long stick. 2. I have a longer stick. 3. John 
came to school late. 4. Mary came later. 5. He is the most beau- 
tiful person I ever saw. 6. This is the least important principle of 
grammar. 7. That horse runs faster than this one. 8. She comes 
oftener than she used to come. 

Exercise II. 

Direction -Fill the following blanks with adjectives and 
adverbs, and tell the degree of comparison of each : 

1. John was than James. 2. Rutherford is than 

the boy. 3. Man, of all creatures, was shown 

mercy from God. 4. Mr. Hays was the man at the meeting. 

5. Clara writes than her brother. 6. The sun shines 

7. He is than his brother. 

The comparative degree is regularly formed from the positive 
by adding er. 

The superlative degree is regularly formed from the positive 
by adding est. 

Exercise III. 

Direction — Form the comparative and the superlative de- 
grees from the following adjectives and adverbs in the positive : 
1. Rich. 2. Happy. 3. Wise. 4. Holy. 5. Wet. 6. Pleasant. 
7. Few. 8. Late. 9. Soon. 10. Often. 11. Fast. 12. Early. 13. 
Easy. 

The following adjectives are very irregularly compared: 

Positive — Good, bad, evil, ill, little, much, many. 

Comparative — Better, worse, less, more, more. 

Superlative — Best, worst, least, most, most. 

The following adverbs are very irregularly compared: 
Positive — Well, badly, ill, little,much,far, forth, rath. 

Comparative — Better,worse, less, more, farther, further, rather 
Superlative — Best, worst. least, most, farthest,furthest,rathest 

Eleven of the following adjectives have more than one super- 
lative, five want the positive, and fifteen want the comparative : 



96 



Hendrickson's Practical Lessons in English Grammar. 



Positive. 

Far, 

near, 

fore, 

hind, 

in, 

out, 

up, 

low, 

late, 


Comparative. 
farther, 
nearer, 
former, 
hinder, 
inner, 

outer,or utter 
upper, 
lower, 

later, or lattei 
after, 
further, 
hither, 
nether, 
under, 


Superlative. 

farthest, farmost, furthermost. 

nearest, next. 

foremost, first. 

hindmost, hindermost. 

inmost, innermost. 
, outmost, outermost, utmost, uttermost. 

upmost, uppermost. 

lowest, lowermost. 
•., latest, last. 

aftmost, aftermost. 




furthest, furthermost. 




hithermost. 




nethermost. 




undermost. 


front, 


frontmost. 


rear, 




rearmost. 


head, 




headmost. 


end, 




endmost. 


top, 
bottom, 




topmost, 
bottommost. 




mid, or middle, 

north, 


midst, 
northmost. 


south, 




southmost. 


east, 




eastmost. 


west, 
northern, 




westmost. 
northern most. 


southern, 




southernmost. 


eastern, 




easternmost. 


western, 




westernmost. 



Rule 104 — Adjectives and adverbs of more than two sylla- 
bles cannot be compared. 

Exercise IV. 

Direction — Correct the errors in the following comparisons: 
Model — Beautifuller. More beautiful. 

1. Plainlier. 2. Gloriousest. 3. Mercifuller. 4, Agreeablest. 
5. Harmoniouser. 6. Amusingest. 



Hendrickson's Practical Lessons in English Grammar. - 97 

Rule lOo — Use the comparative degree in comparing two 
objects ; and the superlative in comparing more than two at once. 

Exercise V. 

Direction — Correct the errors in the following sentences : 

Model — The largest boy of the two has gone to Boston. The 
larger boy of the two has gone to Boston. 

1. The elder of those three men is the larger. 2. Is the pres- 
ent or the past condition of your school best? 3. Which lies the 
more northerly, Europe, North America, or Asia ? 4. In Iowa we 
have four seasons, the winter, the spring, the summer, and the 
autumn ; the former is the longer. 5. There are boys and girls at- 
tending this school ; the former are the smartest in arithmetic, the 
latter are the best in grammar. 

Rule 106 — (1) Use other with the latter of the terms com- 
pared if it includes the former; but if it does not include the 
former do not use other. 

(2) After the superlative, neither other nor any must be used 
with the latter of the terms compared. 

Exercise VI. 

Direction — Correct the errors in the following sentences : 

Model — The smallpox was more fatal than any disease in the 
city. The smallpox was more fatal than any other disease in the 
city. 

1. Peter was bolder than any of the Apostles. 2. Eve is fairer 
than any other of her daughters. 3. Chess fascinates its votaries 
more perhaps than any game. 4. Kailroads open up a country 
more rapidly than any improvements. 5. London is larger than 
any city in England. 6. Amazon is the largest of all other rivers 
in the world. 7. Adam was the most noble looking of all other 
men. 8. Eve was the fairest of all other women. 

Rule 107 — Double comparatives and superlatives should 
not be used: The comparative or superlative must not be pre- 
ceded by more, most, less, least, or a ay other adverb expressing a 
difference of degrees in the quality or quantity denoted. 



98 Hendrickson's Practical Lessons in English Grammar. 

Exercise VII. 

Direction — Correct the errors in the following sentences : 

Model — This is the calmester and most stillest night I ever 
saw. This is the calmest and stillest night I ever saw. 

1. Jane is worser this morning. 2. That is the most highest 
tree I ever saw. 3. It is fartherest to go by Belleville. 3. Nellie is 
the most loveliest girl. 5. How much more are we better off than 
ever before ! 6. The Pacific is the least roughest of all the oceans. 
7. He is less meaner than before. 

Itule 108 — Adjectives indicating qualities not susceptible 
of increase or decrease should not be compared ; neither should 
more, most, so, less, least, etc., precede them. 

Exercise VIII. 

Direction — Correct the errors in the following sentences : 

Model — I will try to live a more perfect life. I will try to 
live a more nearly perfect life. 

1. Few institutions offer so complete a course of study and so 
perfect an education as the Oxford University. 2 Nothing is 
more preferable than a good education. 3. John's hoop is more 
circular than mine. 4. Arthur's ball is rounder than mine. 5. I 
have the most entire confidence in you. 6. The people desire a 
freer constitution. 

Utile 109 — An adjective in the comparative or superlative 
degree should precede another adjective modified by more or most 
when both adjectives relate to the same noun. 

Exercise IX. 

Direction —Correct the errors in the following sentences : 
Model— This is a more interesting and larger volume. This 
is a larger and more interesting volume. 

1. There are few more fertile and fairer lands than Arkansas. 
2. The revolutionary war was the most critical and longest war 
that the United States ever participated in. 3. He is the most de- 
praved and weakest man I ever saw. 4. Guiteau was one of the 
most depraved and meanest men in America. 



Hendrickson's Practical Lessons in English Grammar. 99 

XXXVI. PROMISCUOUS EXAMPLES. 

Direction — Correct the erroneous sentences, and tell which 
are correct, in the following exercise : 

1. I am entitled to the fourth of all the profits. 2. I do not 
remember to have seen such an one. 3. Use the term classics when 
reference is made to the ancient languages 4. The classics and math- 
ematics are taught in the university. 5. Arthur killed a squirrel 
and hawk. 6, The aurora borealis imparts a reddish hue to the 
sky. 7. His heart is as hard as the nether mill stone. 8. I shall 
relate my conversations of which I kept a memoranda. 9. I have 
a copy of both the first and the second editions of the book. 10. 
John is the nominative case, agreeable to Rule 1. 11. He writes 
remarkably elegant. 12. The father was figured out as an old ven- 
erable man. 13. The four last parts of speech are sometimes 
called particles. 14. A man may possess all the talents of an angel 
and yet be a fool. 15. In these kind of expressions some words 
seem to be understood. 16. So that every possible means are used. 
17. I do not care nothing about the matter. 18. I do not think I 
should do so. 19. We should worship the Supreme Being; he is 
wort hy of our highest praises. 20. Some only work for fame. 21. 
I heard the now governor speak. 22. There were a, good many boys 
at the concert. 23. Have you heard how that he escaped ? 24. 
Ellipsis is when a word necessary to the construction of a sentence 
is omitted, but without which the sense is complete. 25. I never 
saw a beautifuler day in my life. 26. A dispute once arose between 
the wind and the sun as to which of the two was the strongest. 27. 
Running is more healthful than any exercise. 28. He is the best 
teacher of all other teachers. 29. He is more worthier of the com- 
pliment than his brother. 30. Of all other boys he is the best. 

31. Offer unto God thanksgiving and pay thy vows the most highest. 

32. He is the most honest man that I have ever seen. 33. That is 
the most perfect book he ever wrote. 34. A good man enjoys com- 
fort in the darkest hours of adversity. 35. He is the most useful 
and best educated man in the community. 

36. The cold bleak winds may on you blow, 
And darkness gather round ; 
Yet this blest thing full well I know, 
Will ever bright be found. 



100 Hendrickson's Practical Lessons in English Grammar. 

XXXVII. PARSING-. 

The following are the models for parsing adjectives and ad- 
verbs : 

First Model — I know what he wants. " What" is an adjec- 
tive. (It modifies " thing." When the ellipsis is supplied the sen- 
tence will read, "I kr.ow what thing it is which he wants.") In the 
positive degree of comparison. 

Second Model — She is the most beautiful lady in the city. 
" The " is an adjective ; " most " is an adverb, in the superlative 
degree of comparison; "beautiful" is an adjective. 

Third Model — By and by we shall go. " By and by " is an 
adverb. 

Fourth Model — I will go to town after he goes. "After " is 
an adverb ; it connects " I will go to town " with " he goes." 

Fifth Model -Every boy was there. " Every " is an adjec- 
tive ; singular number. 

Exercise. 

Direction — Parse the adjectives and adverbs in the follow- 
ing sentences : 

1. The passionate are like men standing on their heads ; they 
see all things the wrong way. 2. Shining characters are not always 
the most agreeable. 3. Do justly, love mercy, and walk humbly 
before thy Creator. 4. In short, I am a downright curious fellow. 
5. On, Stanley, on. 6. By and by we shall travel more rapidly. 
7. Large armies generally move slowly. 8. If you are attentive 
you will learn grammar very fast. 9. He who tries hard seldom 
fails to succeed, 10 I know what [thing it is which] will be done. 
11. What lesson shall we learn? 

XXXVIII. WRITTEN PARSING-. 
Model. 

Sentence. Class. Sub Division. Modifications. 



She pronoun, personal, fem.gen.,3dper.,sing. num., nom. 

case, 
walks verb, intransitive, present tense, 3d per., sing. num. 

very adverb, 

gracefully adverb, 
and conjunction, 

looks verb, intransitive, pres. tense, 3d per., sing. num. 

beautiful, adjective. 



HendricksonsTractical Lessons in English Grammar. 101 

Exercise. 

Direction — Parse the words in the following sentences as 
directed by the model given above: 

1. The general is braver than the soldier. 2. The bravest of 
the horsemen wou'cl not go. 3. Wicked men always injure them- 
selves. 4. This boy can easi!y swim across the deepest river. 5. 
That was the most terrible crime ever committed. 

XXXIX. PREPOSITIONS. 

Uses — A preposition is used to connect the object of the 
phrase which it introduces to the word which the phrase modifies. 

Rule 110 — (1) After certain verbs "by" is used before a word 
denoting an agent or an animate object; "with " before a word de- 
noting an instrument or an inanimate object. (2) " Between " and 
"betwixt" must be used of two objects only; "among" and 
" amongst " of three or more. 

Exercise I. 

Direction — Correct the errors in the following sentences : 

1. My departure was attended by many misfortunes. 2. We 
were overcome by sorrow. 3. John divides his money among his 
two brothers. 4. Distribute these books between the teachers and 
pupils. 5. A quarrel arose among the father and his son. 6. The 
minister settled the fuss between his three members. 

Rule 1 1 1 — Care should be used in the choice of prepositions. 
We give below a list of the proper pepositions to be used with cer- 
tain words: 

Accommodate to (adapt) Angry with a person 

Accommodate with (supply) Angry at a thing 

Accuse of A rrive at, in 

Acquainted with Averse to, from 

Acquit of Ask of a person 

Adapt to Ask for a thing 

Adhere to Bestow on 

Abhorence of Boast of 

Agreeable to Concur in, with 



102 



Hendrickson s Practical*Lessons*in English Grammar. 



Charge a thing on a person ; a person with a thing. 

Compare with (in quality) 

Compare to (by illustration) Confide in 



Conform to, with 
Compliance with 
Correspond with, to 
Deprive of 
Die by violence 
Die of a disease 
Differ from 
Different from 



Copy after a person from nature 



Incoporate into, with 

Independently of 

Initiation into 

Insist upon 

Liberal of what is given 

Meddle with 
Disappointed in a thing obtained 

Made of a thing Disappointed of a thing not ob- 

tained 

Made in a place 

Need of 

Partake of 

Prefer to 

Eid of 

Smile at (to express favor) on 

Sympathize with 

True to 

Worthy of 



Made by a person 

Dislike to 

Diminish from 

Dissent from 

Entrance into 

Foreign to, from 

Founded upon, on a basis 

Founded in truth or error 

Frightened at 

Value upon, of 

Weary of 



Exercise II. 

Direction — Correct the errors in the following sentences : 
Model — I have repented of the crime for which I was accused. 
I have repented of the crime of which I was accused. 

1. I want to make you acquainted to Mr. Jones. 2. John was 
acquitted from murder. 3. Agreeably from what you say Doke 
is a bad boy. 4. George was angry with his horse. 5. May was 
angry at Emma. 6. Arthur compared to Elbert is a civil boy. 
7. I have copied my composition after Burns' poems. 8. Profit 
from the lesson thus taught. 9. I am compelled to differ with you. 
10. The good man always sympathizes for the unfortunate. 



Hendrickson s Practical Lessons in English Grammar. 103 

XL. THE CONJUNCTION. 

Uses — Conjunctions are used to connect the elements of sen- 
tences 

Huie 112 — (1) If should not take the place of whether or 
lest or but the place of that after verbs expressing doubt, fear or 
denial. (2 ) But should not take the place of than after else, other 
or otherwise. 

Exercise I. 

Direction — Correct the errors in the following sentences : 
1. It is uncertain if she survives this winter. 2. You certain- 
ly do not doubt but he will pay for the horse. 3. I am fearful lest 
father rode in the rain to-day. 4. There is no doubt but the Uni- 
ted States is a wonderful country. 

Rule 113— Two words or sentences joined by a conjunction 
having a common connection with a third word or sentence, this 
last word or sentence should be so adapted as to have a construc- 
tion with both the preceeding words or sentences. 

Exercise II. 

Direction — Correct the errors in the following sentences: 

Model— Gold is not so useful, but more valuable, than iron. 
Gold is more valuable than iron, but not so useful. 

1. Henry is older, -but not so large, as Thomas. 2. Sin is gen- 
erally accompanied and followed by reproaches of conscience. 3. 
Mary is older, but not so good a scholar, as Jane. 4. The popular 
man must get acquainted and conform to the wishes of the people. 
5. You should speak and be generous toward the man. 6. The moon 
is nearer, though not so bright, as the sun. 

Ullle 114 — Certain conjunctions are used as correlatives. 
Care should be taken that the proper correlative is used. The cor- 
relatives are : 

As, so, whether, or, 

So, as, so, that, 

Both, and, such, that, 

Either, or, if, then, 

Not, norj not only, but also, 

neither, nor, though, yet, 

Because, therefore 



104 Hendrickson s Practical Lessons in English Grammar. 

Exercise III. 

Direction— Correct the errors in the following sentences : 
Model —Either you mistake, else I was misinformed. Either 
you mistake or else I was misinformed. 

1. Neither wealth or fame render a man happy. 2. Preposi- 
tions should not be inserted or omitted contrary to general usage. 
3. Both evil or good were gathered in one group. 4. Though 
man live a hundred years then his life is as vanity. 5. I care not 
whether you go nor stay. 

XLI. THE EXCLAMATION. 

Uses — Exclamations are used independently. 

K-ule 115 — O should be used in addressing, saluting and 
invoking. Oh should be used in expressing sorrow, wonder, sur- 
prise, or some other strong emotion. 

Direction — Correct the errors in the following sentences : 

Model — O to be a king ! Oh to be a king ! 

1. Oh John, look here. 2. Oh Lord have mercy on this sin- 
ful world. 3. O ! is that so ? 4. O ! I shudder at the thought of 
dying. 5. O ! is there no remedy for sin ? 

XLII. PROMISCUOUS EXAMPLES. 

Definition — Correct the erroneous sentences and tell 
which are correct in the following exercise : 

1. The queen was attended with a large retinue. 2. My effort 
to write a book was attended by much difficulty. 3. William is not 
as diligent as Florence. 4. There was a fight between fifty men. 
5. I beg leave to differ with you in opinion. 6. Do you know 
if the train will arrive this evening from the east? 7. Arthur is 
younger but not so troublesome as Warren. 8. Neither wealth or 
fame will make one happy. 9. O ! why are you so silent? 10. Oh, 
Jane, lay away your book. 11. The heathen believe in a plurality 
of Gods. 

XLIII. PARSING. 

lie mark— Models for parsing prepositions, conjunctions, 
an I exclamations have already been given. 



Hendrickson s Practical Lessons in English Grammar. 1 05 

Exercise. 

Direction — Parse all the words in the following sentences : 

1. Good bye, my dear father. 2. Wisdom is better than riches. 
3. O, man of God, there is death in the pot! 4. Hail, Prince of 
Peace ! 5. Ah ! miserable : for all seems but gloom. 6. He came 
with her, but he went away without her. 7. Both Adams and Jef- 
ferson died on the fourth of July. 8. Those radishes are flourish- 
ing because the ground is rich. 9. Jocund day stands tip-toe on 
the misty mountain top. 10. This pen writes very well. 

The following general rules should be observed in writing and 
speaking : 

Rule 116 — No word should be left doubtful as to what part 
of speech it belongs. 

Rule 117 — Use words that will convey the idea that you 
intend to convey. 

Rule 118 — All unnecessary words should be avoided. 

Rule 119 — Perversions should be avoided. 

Rule 120— Avoid all vulgar language. 

Exercise. 

Direction — Correct the errors in the following sentences : 
1. The medicine has affected a cure. 2. Two monosyllables 
may follow each other in the same sentence. 3. Have you got a 
book? 4. You have been wandering about long enough; you 
ought to settle down somewhere. 5. Common laborers are now 
being paid two dollars a day. 6. He is getting mad. 7. I disre- 
member what you said. 8. Her faithfulness and fidelity deserved 
much praise. 9. He was necessitated to stay at home. 10. The 
casualties of that bottle are not known. 11. James outran Elbert 
by a tight match. 12. Don will whip Marion, and I bet he does it 
up brown. 13. I think there is a right smart difficulty with this 
sentence. 14. Heel it to the school house, boys. 

XLIV. IDIOMS. 
Definition — An idiom is a peculiar form of speech which 
violates the rules of grammar. 



106 Hendrickson'sJWical Lessons in English Grammar. 

Remark: — Idioms are allowed because they give strength 
and beauty to the language. 

The following are some of the most common English idioms : 

(1) The use of you for thou ; as, You are the boy. The rules 
of grammar require us to say : Thou art the boy. 

(2) The use of we for I; as, We deem it unnecessary to ad- 
dress him. I deem it unnecessary to address him. 

(3) The use of an active verb for a passive ; as, The house is 
building. The house is being built. 

(4) The use of a possessive before a participle ; as, I am sur- 
prised at his being absent. I am surprised that he is absent. 

(5) The use of peculiar mode of expression ; as, How do you 
do? To express the same idea a German would say, according to 
an idiom in his language: How goes it with you? A Frenchman, 
How carry you yourself? 

Remark — It is exceedingly vulgar to use a foreign idiom in 
speaking English. 

(6) The change of the termination of the possessive when the 
noun that it modifies is omitted by ellipsis ; as, That book is mine. 
This hat is yours. 

We say mine and yours in these sentences for the sake of eu- 
phony. Mine, my, as nearly as an, a. We say, an apple, a boy. 



Hcndrickson's" Practical Lessons in English Grammar. 107 



SECTION IV. 



PROSODY. 

XLV. COMPOSITIONS. 
Principle — Compositions are of two kinds ; prose and poetry 

Prose. 

Definition — Prose is words, phrases, and sentences arranged 
with a primary reference to sense. 

Poetry. 

Definition — Poetry is language so arranged in lines that 
syllables of a certain length may occur at certain intervals. 

Principle — Poetry is of two kinds ; rhyme and blank verse. 

Definition — Ehyme consists of measured lines of which two 
or more end with the same sound. 

Definition — Blank verse consists of measured lines which 
do not end with the same sound. 

Definition — A foot in poetry is a collection of two or three 
syllables. 

Remark — A syllable may be long or short. In words of 
more than one syllable the accented syllables are long; the unac- 
cented syllables are short In monosyllables nouns, pronouns 
(w T hen emphasized), verbs, adjectives, adverbs, and exclamations 
re generally long. Prepositions and conjunctions are generally 
short. A, an, and the, and pronouns when not emphasized, are 
short. 

Principle — Feet of two syllables are the — 

Trochee — First, long ; second, short ; marked — ^ 

Iambus — First, short ; second, long ; marked ^ — 

Pyrrhic — Both short ; marked •— ^ 



108 Hendrickson's Practical Lessons in English Grammar. 

Spondee — Both long; marked 

Feet of three syllables are the — 

Dactyl, — One long, two short ; marked — *~* w 

Anapest — Two short, one long ; marked ^ — — 

Amphibrach — First, short; second, long; third, short; 

marked «— - — ^-* 

Tribach — Three short ; marked w ^ ^^ 

Definition — Scanning is the dividing gi a verse into the 

feet which compose it. 

Exercise. 

Direction — Scan the following lines of poetry: 
Iambic Verse. 
1 . They go 
2. To me the rose 
3. No royal pompodorus 
4. And colder still the winds did blow 
5. The green reed trembles, and the bulrush nods 
6. He sits and mourns in silent grief the lingering day 
7. The solemn grove, the silent shade proclaim thy power divine 
8. In the spring the wanton lapwing gets himself another nest. 
Hemark — (1). In the long metre a stanza has four Iambic 
feet. (2). In the short metre stanza the first, second and fourth lines 
contain three Iambic feet, the third four. 
Trochaic Verse. 

1. Changing 

2. Fancy viewing 

3. Go where glory waits thee 

4. 'Twas the hour when rites unholy 

6. All that walk on foot or ride in chariots 

7. On a mountain stretched beneath a hoary willow. 

Anapfstic Verse. 

1. But in vain 

2. Where the sun loves to pause 

3. From the centre all round to the sea 

4. Oh young Lochinvar is come out of the West. 



Hendrickson's Practical Lessons in English Grammar. 109 

Dactylic Veese. 
1. Cheerfully 
2. Father all glorious 
3. Wearing away in his youthfulness 
4. Shame and dishonor sit by his grave ever. 
Poetic License. 
Definition — Poetic license is the indulgence in incorrect 
language granted to poets by common consent. 

Poets are allowed to violate any of the rules of grammar when 
the requirements of accent, quanty, rhyme, or harmony necessitates 
their violation. 



THE END. 



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